short breaks, opportunities and moving forward christine lenehan, director, council for disabled...
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Short Breaks , Opportunities and Moving Forward Christine Lenehan , Director , Council for Disabled Children
•Highlight key aspects of the SEND reforms •Look at some key opportunities for short breaks services
•Outline the CDC role on short breaks
This presentation will ;
Children, young people and parents at the centre of decision making
Supporting children, young people and parents to participate
A focus on achieving the best possible outcomes
The Children and Families Act-Driving cultural change
Building on key elements of practice
The Act reinforces parental participation and expands and extends on the key engagement of Children and Young people So…….•Are you already working with your local Parent Carer Forum ? •Do they understand your short breaks offer? •Do you know how children and young people are engaged directly locally ? •Do you have a direct input to this ?
Education, training and social care provision to be kept under review
Promoting integration and joint commissioning arrangements
Cooperation across services and institutions
Joint working across agencies
Using Wider Changes
The Act introduces a new joint commissioning arrangement building on the system So …………….•Can you locate your JSNA •What does it say about the children you serve •Have you additional evidence you can add ? •Do you know who commissions your local health services? •Are you aware of your local Health Watch ?
Information on education, health and care a local authority expects to be available
Children, young people and parents/carers must be involved
Review and revise commissioning in light of comments received on the local offer
Local offer
Taking up the Opportunities the Act presents
Local Offer
Direct link with short breaks duty , are you confident link is there and What else is in the local offer that supports your short break practice? Don’t forget links with the eligibility criteria etc How will you influence change ?
Duty on local authorities to provide information, advice and support
Should be jointly commissioned and cover education, health and social care
Services extended to disabled children and young people and those with SEN
Information and advice
To be drawn up within 20 weeks
Person centred with a focus on outcomes
Include education, health and social care
Extend beyond school, potentially up to 25
Personal budgets included
EHC plans - key features
Taking up the Opportunities the Act presents
Personal Budgets How does this build on the work you are already doing
How can you use your knowledge base as an opportunity to support implementation
•Duty to secure the education and health provision specified in an EHC plan•Stronger duties in relation to social care
•Must include particular sections (see Code) but no national template
Content of EHC plans
On behalf of DFE , CDC working with ADCS , LGA and local authorities to develop a Practical Implementation Toolkit for Social Care Currently in development Builds on best practice already in place
Links requirements of Children and Families Act with Working Together Will be updated as case law changes
Supporting Implementation
•Understanding the CSDPA•What is SEN in social care•Leading and contributing to reviews/plans• Understanding shared outcomes , shared resources •Links with safeguarding •Understanding the map
Addressing key anxieties
Key principles for working with families Understanding the strategic framework Materials to support frontline practice for managers to work with teams Tools for workforce development , briefings etc Helpful resources
What does it contain ?
A:Aspirations
& steps towards
outcomes
B:Special
educational needs
F:Special
educational provision
Health careneedsC:Health careneeds
Special educational
needs
Special educational
needs
D:
Social care
needs
Social care
needs
Longer into the
futureEnd of phase or stage
2 or 3 years
Steps towards
the outcomes
Special educational
provision
Special educational
provision
E: Outcomes*
Health careprovision
G:Health careprovision
H1:
Social care
provision
(CSDPA 1970)
H2:
Social care
provision
(any other)
Targets #
Targets #
Targets #
# EHC plan should specify the arrangements for setting shorter
term targets at school, service or institutional level. * For young people over 17, the education and training outcomes need to be separately identified.
& steps
towards
outcomes& steps towards
outcomes
A:Aspirations
B: Special educational needs
F:Special educational provision
C: Health care needs
D: Social care needs
Longer into the
futureEnd of phase or stage
2 or 3 years
Steps towards
the outcomes
E: Outcomes*
G: Health care provision
H1:
Social care provision
(CSDPA 1970)
H2:
Other social care
provision
Start here
To be more independentTo have friends
To get a job
Improved social interaction and awareness
Able to work in small
groups
Be able to complete
simple activities
independently
Hard to form friendships or
work with others
Difficulty in coping with
new routines
Develop
friendships
Socially isolated, social
communication difficultie
s
Youth club and
short break
group activities
Better emotional regulation, reduce
challenging behaviour
Challenging behaviour
including self harm
CAMHS – one, 1 hour
session per week
Problems with
conduct in relating to
other children
Develop awareness of appropriate
social behaviour
Targets #
Targets #At school level, develop a timetable with Owen, by December
•TAs to be trained in appropriate
playground activities
•All staff to use strategies advised
by Autism Outreach Service
Support from staff experienced in
support pupils with ASD
Targets #
Feel comfortable
with new environment
Attend
activities in
the
community
Inability to concentrate for
sustained periods
Attend new secondary school 2
afternoons per week
accompanied by TA
Support to
access
community
activities
Owen and his parents identified three outcomes they wanted. To simplify the pyramid just one is selected here. The other two were:•Improved communication skills•Improved life skills
& steps towards outcomes
& steps towards outcomes
& steps towards
outcomes
And ….
This is an opportunity to….Keep short breaks on the agenda Position them effectively if we …..Are clear on partnerships Use evidence effectively Understand Outcomes
•By ensuring key resources remain available •By ensuring you have access to the best information •By ensuring we continue to champion short breaks
•Ensure you keep up to date with plans and information by emailing
•cdc@ncb.org.uk
How will CDC help in the future ??
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