The report of the Strategic Director of Children’s Services (Document “BJ”) requested the Executive to approve the final model for transforming the SEND Specialist Teaching Support Services taking into account the analysis of consultation representations, an updated Equality Impact Assessment (EIA) and SEN Improvement Test.

Recommended –

That the Executive having considered the consultation responses (Appendix 3) and the Equalities Impact Assessment (Appendix 4) and SEN Improvement Test (Appendix 2) approves the proposed model to restructure SEND Specialist Teaching Support Services into one 0-25 Inclusive Education Service to include two teams supporting high occurring special needs and low occurring special needs children and young people, and agrees to the implementation of this model as per the timeline set out in Document “BJ”.

(Judith Kirk – 01274 439255)

A proposed model to transform SEND Specialist Teaching Support Services was first presented to the Executive in June 2017.  As a result of feedback and responses during consultation particularly from schools, parents, internal staff teams and national organisations the proposals were revisited and changed.

The growing population of children and young people in Bradford including those children and young people with SEND and the increased complexity of special needs had led to an increased demand for SEND specialist services and places for children and young people with SEND.

Following the announcement from Central Government in September 2017 regarding the introduction of a National Funding Formula (NFF) from April 2018, Bradford would only gain £7.5m and not £15m which was indicated in the previous national consultation on the NFF. The impact of this was significant with the High Needs Block (HNB) spending forecasted to exceed what is available by approximately £2m per year for the next four years. 

On the 9 January 2018, three options including a preferred model for a restructured SEND Specialist Teaching Support Service was presented to Executive for consideration.  Executive agreed to a further period of public consultation on the revised preferred model. 

Peopletoo was commissioned to provide an independent analysis of the consultation feedback.  The report of the Strategic Director of Children’s Services (Document “BJ”) summarised the results from that consultation and set out for approval a refined model for Specialist Teaching Support Services resulting from the representations made during consultation.

The Executive was requested to approve the final model for transforming the SEND Specialist Teaching Support Services taking into account the analysis of consultation representations, an updated Equality Impact Assessment (EIA) and SEN Improvement Test.

The Chair of the Schools Forum who was also the Head teacher of Swain House Primary School attended the meeting.  She explained that the Schools Forum had been concerned about  SEN funding for a number of years and in 2016 had reached an agreement to transfer money from the Schools Block to the High Needs Block but that it had not been possible to do the same this year.  She added that the Schools Forum had looked at costs, how to get value for money and items that were double funded through schools and the High Needs Block.

The former Chair of the Schools Forum who was the head teacher of Southfields Special School attended the meeting.  He noted that there had been in excess of 25% growth in demand for SEN in the last three years but that funding in the High Needs Block did not match the increase in SEN.  He added that the Schools Forum had been working with officers to deal with this.  He explained that as funding could not be moved from the Schools Block to the High Needs Block this time the Forum recommended making efficiencies.  He stressed that the proposals from the Schools Forum did not equate to cuts, but how best to provide places for children with SEN using the same amount of money. The Government had not provided the District with the money it needed to provide the SEND services.

The Strategic Director of Children’s Services listed the areas that the proposal did not relate to which were: funding and the duty of the Council to assesschildren and young people and prepare documents and maintain EHCP’s; school funding for SEN as schools had the funding and it was for them to decide how they used it; the education psychology service; the post 16 team that was outside the scope of the proposals; additional resource centres for hearing, visual or multi sensory impairment provision; SEN assessment and sufficiency of places.  He confirmed that the proposals did relate to one team of specialist teachers and support services designed to reduce pressure on the High Needs Block.  The Parent and Carers forum were thanked for hosting consultation events.  The changes made to the proposals since January were set out in the report.  It was noted that the number of Portage visitors had been increased.  It was also noted that teams that provided a statutory service were not required to generate income if they did not have the capacity to do so, only non statutory services would be required to generate income.  He indicated that funding from the DSG would continue to fund statutory requirements and care plans.

A member in attendance at the meeting referred to the concerns he expressed on the item relating to Prevention and Early Help (Minute 117) and in particular staffing levels meaning that there would be fewer staff to carry out diagnosis.

A representative of UNITE the Union expressed concerns about the 70% funded 30% traded model (which meant funding had been cut by 30%) and noted that the Union had asked the Executive for a feasibility study into this.  He contended that the traded services were vulnerable to future funding cuts and that the authority was only providing the statutory services that it was legally required to.  He referred to the number of academies and academy chains operating in the district and that there had been no indication that they would procure services from the Council rather than provide the services themselves.

A parent of a child with SEN attended the meeting and made representations regarding a petition that was submitted to Council on 20 March.  She explained that her child did not qualify for an EHCP but did not receive assistance and that in her experience SEN training in schools for teachers and support staff was inadequate.  She referred to the cuts in funding faced by schools and was concerned that academy schools may cut their SEN funding and that children with SEN could be excluded because of issues of discipline.  She stressed that parents of children with SEN were struggling to get support and feared that exclusions of children with SEN would increase.  She contended that it was preferable that children with SEN be educated in a mainstream setting rather than a specialist unit.  She referred to the consultation and noted that questionnaires were only sent to parents of children with an EHCP.  She was of the opinion that the consultation was flawed as the first question asked was whether you agreed with the proposals.  She asked how the Council would ensure that the needs of children with SEN were met.  She stressed that children with SEN did not have a voice in the consultation.  She added that cuts would lead to future exclusions, poverty, crime, low expectations, a lost generation and would increase pressure on the NHS, the Police and become everyone’s problem.

The Leader referred to the personal issues raised by the parent and asked officers to speak to her individually about this.

A member of the Downs Syndrome Support Service, who had submitted a petition to the meeting of Council on 20 March 2018, attended the meeting and gave examples of issues frequently raised by parents regarding severe lack of support in school for children with Downs Syndrome.

In response to the issues raised in the meeting the Strategic Director explained that the Council had responsibility to ensure that EHCPs were effectively delivered and that schools were responsible for ensuring that the child received support.  He noted that the consultation survey letters were sent to all parents of children with EHCPs, links were established with the Parent and Carers Forum and it was available on the Council web site and social media in order to reach parents more broadly.  Information was sent to schools and was available on Bradford Schools Online for schools to distribute to parents and families.

The Chair of the Schools Forum advised members that the Forum had concerns about the High Needs Block for the last two years.  The Dedicated Schools Grant had to balance and there was insufficient money to achieve this.  Measures had been taken two years ago which could not be taken again.  The Schools Forum had set up a High Needs Steering Group to scrutinise  any decisions.  The National Funding Formula presented a challenge to all schools.

The Education, Employment and Skills Portfolio Holder stressed that on the introduction of the National Funding Formula in April 2018 the authority had anticipated being allocated £15m but only £7.5m had been received.  He stressed that the Council had to spend within its means and that the current model was not sustainable.  The inadequate funding was a national issue and the Government had to be urged to remedy the situation.

The Leader gave an assurance that members and officers would continue to put pressure on the Government to invest in Bradford so that the authority could continue to provide a good education for the young people of the district.  She thanked those who had attended the meeting and everyone who had taken part in the consultation.

Resolved –

(1)          That having considered the consultation responses (Appendix 3) and the Equalities Impact Assessment (Appendix 4) and SEN Improvement Test (Appendix 2) the proposed model to restructure SEND Specialist Teaching Support Services into one 0-25 Inclusive Education Service to include two teams supporting high occurring special needs and low occurring special needs children and young people be approved, and the implementation of this model as per the timeline set out in Document “BJ” be agreed.

(2)          That work be undertaken on engaging with schools, enablers, SEND managers and other key stakeholders  on shaping, planning, co-producing and marketing a ‘traded’ offer which will be available in the summer term for schools to plan for the 18/19 academic year.

ACTION: Strategic Director of Children’s Services

Children’s Services Overview & Scrutiny Committee