Research - Outcomes, Parental Involvement and Evidence-based practice

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I need (as do we all actually) quotes, policies, documents, references, guidelines, reports etc. that say the following things:

1. Parental involvement in their child's education is paramount.
   
   
2. Outcomes for children are increased when agencies work together.
   
   
3. Evidence-based practice is the responibility of ALL professionals working with children (particularly with SN)
   
   The documents will guide SALTs, Autism Outreach, LAs in general, Teachers, TAs, SENCos, EPs etc. in their work and approach.
   
   I'll do my own research too and post what I have here already and what I find.

[StarkAndWitchesWillFindYou]

Parents voice references

67 Penfold C, Cleghorn N, Tennant R, Palmer I, Read J (2009) Parental Confidence in
the Special Educational Needs Assessment, Statementing and Tribunal System: a
qualitative study. National Centre for Social Research for DCSF

68 Pain, H (1999) Coping with a child with disabilities from the parents? perspective:
the function of information Child Care, Health and Development Vol 25: 4 pp
299?311

69 Parent quoted in: Capita (2009) Children?s Plan One-Year-On Commitments:
Information for Parents of Children and Young People with SEN and Disabilities

72 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry

73 Blackburn with Darwen Borough Council (2009) Lamb Inquiry Project

74 Ofsted (2006) Inclusion: Does it matter where pupils are taught?

75 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry

76 DCSF (2009) Your child, your schools, our future: building a 21st century schools
system. TSO

77 The Special Educational Needs (Provision of Information by Local Education
Authorities) (England) Regulations 2001 SI 2218, published in the back of the
SEN Code of Practice

78 Penfold C, Cleghorn N, Tennant R, Palmer I, Read J (2009) Parental Confidence in
the Special Educational Needs Assessment, Statementing and Tribunal System: a
qualitative study. National Centre for Social Research for DCSF

79 Wilkins L (2008) Learning the hard way: a strategy for special educational needs
Policy Exchange/Centre Forum

80 ACE Bulletin 112, April 2003

81 MENCAP (2008) Just not a priority: schools and disability equality

82 Wilkins L (2008) Learning the hard way: a strategy for special educational needs
Policy Exchange/Centre Forum

83 MENCAP (2008) Just not a priority: schools and disability equality

84 House of Commons Education and Skills Committee (2006) Special Educational
Needs: Third report of Session 2005?06

85 National Strategies (2009) A survey of Disability Equality Schemes in LAs and
Schools

86 It is important to note that the two surveys quoted here are not directly
comparable: methodology, criteria and other aspects of the surveys were
different

87 MENCAP (2008) Just not a priority: schools and disability equality

88 Capita (2009) Children?s Plan One-Year-On Commitments: Information for
Parents of Children and Young People with SEN and Disabilities

89 Capita (2009) Children?s Plan One-Year-On Commitments: Information for
Parents of Children and Young People with SEN and Disabilities

90 The Special Educational Needs (Provision of Information by Local Education
Authorities) (England) Regulations 2001 SI 2218, published in the back of the
SEN Code of Practice

91 MENCAP (2008) Just not a priority: schools and disability equality

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more parents voice

92 National Strategies (2009) A survey of Disability Equality Schemes in LAs and
Schools

93 Submission from the National Parent Partnership Network

94 Rogers R, Tod J, Powell S, Parsons C, Godfrey R, Graham-Matheson L, Carlson
A and Cornwall J (2007) Evaluation of the Special Educational Needs Parent
Partnership Services in England

95 National Parent Partnership Network and National Association of Parent
Partnership Staff (2008) Parent Partnership Services in England: National
Benchmarking 2008

96 DfES (2007) Parent Partnership Services: Increasing parental confidence:
Exemplification of minimum standards for PPS and Local Authorities

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Agencies working together references

97 Data brought together for the National Strategies detailed study of exclusions

98 DCSF (2009) Special Educational Needs: statements issued within 26 weeks in
2008?09. DCSF statistical release

99 Lewis J, Mooney A, Brady L-M, Gill C, Henshall A, Willmott N, Owen C, Evans K
and Statham J (in draft) Why the Difference? SEN and disability: understanding
local variation in service provision and support. DCSF commissioned research
report

100 Audit Commission (2007) Out of Authority Placements for Special Educational
Needs

101 Research commissioned by the DCSF and carried out by the National Children?s
Bureau and the Thomas Coram Unit at the Institute of Education, London (in
draft) Why the difference? SEN and disability: understanding local variation in
service provision and support

102 Miller O, Keil S and Whitehead D (2008) Is there still a role for designated visual
impairment special schools in the 21st Century. Esmee Fairbairn Foundation
Chapter 4 67
A MORE STRATEGIC LOCAL APPROACH

103 Bercow J (2008) The Bercow Report: A review of Services for Children and Young
People (0?19) with Speech, Language and Communication Needs

104 DfES (2003) The Report of the Special Schools Working Group

105 The Special Educational Needs (Provision of Information by Local Education
Authorities) (England) Regulations 2001 SI 2218, published in the back of the
SEN Code of Practice

106 ibid

107 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry

108 Pinney A (2004) Reducing Reliance on Statements: An investigation into Local
Authority Practice and Outcomes

109 OFSTED (2005) Inclusion: the impact of LEA support and outreach services

110 The DCSF has committed to retaining support for local authorities to comply with
their duties towards disabled children and children with SEN when the contract
with the National Strategies ends in March 2011, see DCSF (2009) Your child,
your schools, our future: building a 21st century schools system

111 MENCAP (2008) Just not a priority: schools and disability equality

112 National Strategies (2009) A survey of Disability Equality Schemes in LAs and
Schools

113 TreeHouse Constructive Campaigning Parent Support Project

114 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry

115 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry

116 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry

117 Parent responding to web survey

118 Evaluation of the Lamb project, Newham local authority

119 Response to web survey

120 Penfold C, Cleghorn N, Tennant R, Palmer I, Read J (2009) Parental Confidence in
the Special Educational Needs Assessment, Statementing and Tribunal System: a
qualitative study. National Centre for Social Research for DCSF

121 National Strategies (2009) Writing Quality Statements of SEN: Issues

122 Lamb projects: Wolverhampton evaluation

123 Jones P and Swain J (2001) Parents reviewing Annual Reviews British Journal of
Special Education 28 (2) 60?64

124 Penfold C, Cleghorn N, Tennant R, Palmer I, Read J (2009) Parental Confidence in
the Special Educational Needs Assessment, Statementing and Tribunal System: a
qualitative study. National Centre for Social Research for DCSF

125 Parent response to web survey

126 Response to web survey

127 National Strategies (2009) Writing Quality Statements of SEN: Issues

128 ibid

129 Parent of a teenager with ASD, responding to the web survey

130 Deputy inclusion manager, mainstream school, responding to the web survey
980 Number of SEN appeals heard in 2007-08
3,400 Number of parents who registered an SEN appeal in 2007-08
25,240 Children for whom a statement was newly made in 2008
223,610 Pupils with a statement in January 2008
1,614,280 Pupils with SEN in January 2008
Pupils with SEN

131 Ofsted (2006) Inclusion: Does it matter where pupils are taught? London: Ofsted

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Aiming Higher for disabled children: better support for families

1.5 Underpinning better support and improved provision of specific services for
disabled children and families is the need for:
? focused, effective support early in life and at key transition points, with early
support for disabled children and their families, which promotes emotional
and social development for disabled children and their siblings, to help to
improve outcomes for all.

2.4 Empowering disabled young people and their families means:
? improved provision of information and greater transparency in decision
making. Allowing more informed decisions, greater understanding of
entitlements, and the process for accessing services;

2.6 Empowering disabled children and their families through increased
transparency and provision of information will reduce frustration at the uncertainty
over the level and timing of support that will be provided, helping families plan and
adapt to the level of support they can expect to receive.

box 3.4For parents whose experience of early support included multi- agency assessments and review or
key working, there were clear advantages to inter-agency working, including a reduced sense of
burden from otherwise having to coordinate services themselves, confidence engendered through
the routine and predictable ways in which they knew professionals planned together, greater
accountability, and increased opportunities for parents to become involved in decision making
about their child?s future.

3.42 As set out in the Children and Young People Review discussion document,5 the
Call for Evidence acknowledged that the Every Child Matters programme is making
progress, with more joint working between different agencies, and some areas using
pooled budgets and joint assessments. However, the Review has also found that this
joint working is variable, with remaining challenges including differing eligibility
criteria, incompatible computer systems, differing referral systems and cultures, and a
lack of managerial commitment to joint working.

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Must try harder - Uni Leicester

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Communicating Quality Standards 3

1.1 Speech and Language Therapy Mission
Statement and Scope of Practice

To provide evidence-based services that anticipate and respond to the
needs of individuals who experience speech, language, communication
or swallowing difficulties.

Speech and language therapy works in partnership with these
individuals and their families and with other professions and agencies to
reduce the impact of these often isolating difficulties on people?s
wellbeing and their ability to participate in daily life.

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More CQ3

1.1.7 How are speech and language therapy services provided?

All intervention is delivered on the basis of ongoing assessment and review of progress with the individual (and/or carer as appropriate) as measured against targeted outcomes.

Various approaches or models of working have been developed to meet the needs of individuals and context.The following are key principles guiding the provision of services:

the rights, wishes and dignities of each individual and their carers are respected at all time

effective intervention is based on a holistic understanding of the individual, including their social, cultural, economic, political and linguistic context

speech and language therapy intervention aims to be efficient and effective ie best results against targeted outcomes within given resources.


5.3.6 Evidence-based practice: research utilisation

The evidence base for intervention has grown considerably over recent years and continues to do so, although there is a need for
much more research in some areas. Research and evaluation play an essential role in ensuring quality in healthcare.

It is essential that professionals contribute to the development of
the evidence base in diverse ways including generating research
questions, critical reflective practice and evaluation.

Service standard 23: The service has a strategic and systematic approach within each clinical team to establish an
evidence-based resource as the basis for provision of clinical care, organisation of services and service development.

The RCSLT recognises that increasing the use of evidence-based or evidence-informed practice requires changes at the level of the
individual practitioner and at the level of the organisation.

Individual practitioners need:

a positive attitude towards research findings

to know where to find the evidence

access to people working in the same field, eg peers and advisers,

to help filter and analyse evidence access to specialist people and other resources

baseline competencies in researching skills for using electronic databases baseline competencies in critical appraisal of published research knowledge of levels of evidence

knowledge of research designs, especially what design is appropriate for which types of questions and what its limitations are

Chapter 5

Services need to provide:

A research culture protected time in line with local organisational policy and active
management support

active encouragement to staff to read relevant literature regularly and to use library resources as part of professional duties. The professional development plan (PDP) process is core to this

Learning and development opportunities
Opportunities for education and updating learning in the accessing and use of:

• electronic library resources, especially subject-based researching and the saving of search terms
  

• critical reading of research literature
  
• methodology and application of evidence based practice (EBP).
  

Structure and systems

• a robust means of peer support/clinical supervision, in which facilitators/supervisors are evidence-aware and encourage appropriate discussion of evidence
  
• designated members of staff who are able to provide specific
  
• support for EBP/audit/research
  
• active encouragement of ?journal club? activities
  
• a system of ensuring SLTs are properly trained to evaluate research
  
• a system for checking that therapists use evidence-based information, (eg as part of CPD/annual appraisal interview and/or
  

other associated meetings. For example SLTs have their notes audited and decision making is looked at as part of that process)

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CQS3

more systems stuff

• a strategic and systematic approach within each clinical team to establish an evidence-based resource as the basis for service
  

planning and to ensure efficient use of staff time, (eg to reduce duplication of searching for research evidence, etc)

• designated people with responsibility to access and evaluate research findings in relation to a particular clinical area and with responsibility to skill up the rest of the clinical team
  

• collaborative networks with higher education institutions (HEIs)/research teams
  

5.4.1 Accommodation
Speech and language therapy is provided in a range of settings in line with the following principle:

Wherever possible and appropriate to an individual?s needs/choices, and as indicated by the evidence, services will be provided in settings that will most readily facilitate individual assessment and intervention.

This may involve working within dedicated accommodation or within a wide range of other settings

Dedicated accommodation for speech and language therapy (available within a range of contexts)

Although for many individuals, an everyday environment where communication occurs naturally is the best context for assessment and intervention, the controlled environment of dedicated speech and language therapy accommodation provides the most appropriate context.

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CQS3 Information

5.5 Record Keeping

The role of the practitioner:
When creating a patient record, or making entries into an existing patient record, it is the responsibility of the SLT or support
practitioner to:

• conform to RCSLT and local guidance
  
• routinely discuss the information they are recording with the person to whom the record relates, or in the case of children, with their parent/s, at the time of making the entry, wherever possible.
  
  

• If the SLT makes an entry in the record which he/she has not shared with the individual to whom it relates, the reason should be clearly recorded
  

5.9.5 Multi-agency team working
Although there will be times when an SLT operates in a unidisciplinary
way to achieve satisfactory outcomes with the service user, most speech and language therapy will be carried out as part of
a multidisciplinary team and increasingly, those disciplines will be employed by different agencies. This is the case whether the service user is a targeted at-risk group or a referred individual.

The importance of team working and the difficulty of isolating the impact of one therapy from a rehabilitation or educational
programme is recognised (Wade, 2005).

6.3.4 Management phase
Purpose of management
To implement an appropriate, timely and integrated approach to the management of the individual?s difficulties involving the individual, the family, other professionals and key people in the individual?s environment.

A judgement of what is appropriate will be based on individual circumstances, evidence-based guidance where available and professional consensus opinion on what is appropriate for particular conditions and settings.

Principles underpinning management of referred individuals:

• Intervention is informed by the best available evidence and underpinned by the consent of the individual and/or carer.
  
• Speech and language therapy works to encourage individual autonomy and to discourage dependency on the therapist thereby enabling individuals to take an active role in managing their condition
  

wherever possible.

• Speech and language therapy works to reduce the health, educational and psychosocial risks faced by the individual.
  
• Speech and language therapy works to promote individual access to and participation in everyday life activities.
  
• Person-centred intervention is based on an holistic understanding of the individual and all aspects of their life.
  
• Intervention should be based on individual need and should take account of available evidence and consensus guidance on effective
  

practice.

• Speech and language therapy intervention aims to be efficient as
  

well as effective.

• Intervention will take full account of the individual?s preferred language, culture, lifestyle and environment, including the role that carers can play.
  

• Whenever appropriate, intervention should be provided as part of a multi-agency team.
  

Where there is a choice, intervention should be provided in the most conducive setting for optimising effectiveness

• The most effective approach for working with individuals involves integrated and coordinated working across community and acute settings (see the Department of Health?s NSF for children, young
  

people and maternity services, 2004)

• The service complies with RCSLT guidance on working relationships between independent and public sectors. See the document Working in Harmony, available at: www.rcslt.org
  

• Intervention should be matched to the needs, strengths and capacities of each individual and modified as these change over time.
  

Planning options

• A management plan should be established in conjunction with the individual and/or key people in the client?s life whenever possible and appropriate.
  

• An individual, their family and the team should be provided with all relevant and necessary information pertaining to the rationale behind the intervention programmes in order to make informed decisions
  

regarding their care.

• Where there is a fundamental disagreement between the SLT and individual or parents/carers in relation to needs, priorities, and ways of addressing needs, individuals should be informed of their right to a second opinion from within the service
  

Setting goals as part of the management process
The individual management plan should involve establishing clearly defined goals of intervention.

The plan will include goals that are:

• centred on the needs and wishes of the individual
  
• relevant
  
• agreed with the individual wherever possible
  
• specific
  
• achievable
  
• measurable
  
• time limited
  
• recorded in the notes
  
• reviewed at an agreed time
  

Outcomes of intervention
The SLT will decide how outcomes for the individual will be ascertained and should make sure baseline measures are detailed.

Continuity of management
As appropriate, and with the consent of the individual, the SLT will ensure that any other agency involved with the individual is kept informed of speech and language therapy involvement.

Wherever possible, care should continue until it has been established that optimal recovery or function has been achieved.

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b%gger me stark ! what a huge load of useful info, can I just say thank you! (I have cut and pasted lots into my 'paper trail for school' file.

This will come very in handy

[StarkAndWitchesWillFindYou]

I dunno. Just thought if I was gonna do a bit information dump, I may as well share it.

Sorry it isn't tidier!

[StarkAndWitchesWillFindYou]

CQ3

7.1.1
It is recognised that integrated and coordinated working across community and acute settings is the most effective approach to supporting individuals with health needs (DH, 2004; 2005).

This is supported by integrated team working, where liaison, joint working/visits, sharing information, joint planning and understanding of others? roles ensure an holistic approach is adopted.
Input should occur in the most natural and comfortable setting for the individual. This may be the home environment or educational/day opportunities, leisure and work environments accessed by the
individual on a regular basis

(RCSLT Clinical Guidelines (2005), position papers and Reference
Framework: Underpinning Competence to Practise (2003), available
on the RCSLT website: www.rcslt.org)

Chapter 9

Audit and service improvement
Continuous service audit allows for incremental changes to be implemented as part of ongoing service improvement.
Examples of information that services may wish to audit to evidence quality and quality improvements over time:

Accessibility:

• compliance with Disability Discrimination Act (DDA)
  
• availability of level of expertise appropriate to the conditions being
  

treated

Effectiveness:

• outcomes of intervention
  
• performance in relation to predetermined service goals and objectives
  
• age/stage/frequency/intensity/style of therapeutic intervention in
  

relation to outcomes.

Relevance:

• individual/carer satisfaction.
  

Efficiency:

• keeping of case notes
  
• user satisfaction.

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CQ3 SALT's Professional Guidelines

9.2 Impact and Outcomes

Purpose of monitoring clinical effectiveness

• To provide a means of quality assurance.
  
• To identify both highly effective and less effective aspects of service practice.
  
• To identify efficient/effective speech and language therapy practice through comparison with other similar services.
  
• To monitor and improve service delivery.
  
• To provide information about service activity.
  
• To contribute to the speech and language therapy evidence base.
  
• To help focus practitioners on shared professional purpose through provision of framework for assessing the benefits of speech and language therapy.
  
• To clarify intended purpose of intervention.
  
• To enhance record keeping.
  
• To identify areas for change.
  
• To identify scope and boundaries of practice, eg skill mix, second
  

opinions.

• As a basis for reflection.
  

In line with the current trend towards evidencing outcomes, the
primary focus here is on clinical effectiveness, and evidencing the
results of intervention with clients (whether individual or population).

Methods for assessing the impact of speech and language therapy need to be set within a model of working that emphasises the need
for reflection and that holds the notion of health benefits and outcomes as an integral part of practice.

Plan: make a judgement about what the situation entails and how to best meet the needs identified.

Do: carry out the plan of action and document the results.

Check (study): evaluate the results.

Act: put the learning to good use by making any changes to practice that are indicated. Use the learning to inform the next stage of
planning.

As can be seen, the model is relevant to four levels of working:
 the individual practitioner
 the team
 the service
 the commissioner.

Each level is informed and enhanced by information from the other levels. The model therefore describes a complex interdependency of action and reflection around meeting the the needs of the individual or at-risk group and improving services

[Agnesdipesto]

Breaking the link between SEN and low attainment

Quality Standards for SEN Outreach Services - read this and weep!

Early Intervention Securing Good Outcomes

ASD Good Practice Guidance 2002

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More CQ3 Blimey if only I'd known all this a year or so ago........

Clinical effectiveness and evidence-based practice

Service standard 56: Clinical care standards are linked to the published research evidence base and consensus views on
best practice

9.2.3. Evidencing outcomes

1. Outcome indicators
   

Indicators are specific items of data that are tracked to give an indication of how intervention is having an impact. An indicator, or set of indicators, represents a concept that is related to the hoped for
effects.

Goal setting principles

Goals may relate to communication behaviour, skills, knowledge, attitudes, values, emotional state and medical condition of the
referred individual.

Goals may also relate to the communication behaviour, skills and attitudes of those within the individual?s environment

Goals should be:
 relevant to the client, carers and context
 needs based
 evidence based (where evidence is available)
 focused on functional, participative aspects of life wherever possible
 formulated in conjunction with client/carer
 formulated in conjunction with other members of the team where
appropriate
 specific, measurable, achievable, relevant and timed (SMART)
 defined in agreed terms, ie using shared terminology. This may involve using the client?s opinion, in words or in another form of communication
 jargon-free
 take into account the skills and knowledge of the agent of change
 regularly reviewed
 discussed, agreed and evaluated with clients and, where appropriate, with carers


There is currently no law covering joint team accountability. This means that each professional carries individual accountability for their actions carried out (or not carried out) within the team.

Where joint working is undertaken and where appropriate, any speech and language therapy-specific outcomes should link to those
of other professionals.

Where achieving such outcomes is dependent on other professionals, the respective roles and contributions of personnel should be specified.

1. Measurement of outcomes
   

a) Qualitative measures

Wellbeing/satisfaction
Client/carer reports on changes in health and wellbeing following a period of intervention is a further way of evidencing the effectiveness of speech and language therapy.

b) Quantitative measures

Measurement involves the use of standardised, reliable and validated
tools to record baseline and end-of-episode or discharge status. Measurements are particularly important for comparing results
across services and establishing benchmarks. Thus they will support and promote service evaluation and multi-centre audit/research.

As part of individual profiling, standardised assessments or the use of
instrumental tools, (eg acoustic computerised analysis and videofluoroscopy) may be appropriate to measure baselines and change within specified aspects of functioning.

However, the results of standardised assessments do not necessarily equate to outcomes that are, in turn, associated with health, educational and psychosocial benefits.
Measures should be appropriate to the setting and to the aims and scope of the intervention. Therapists need to be clear what parameters they are measuring and that these are the relevant ones.

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Thanks Agnes. I know this is all over the place, but thought since I was doing it anyway, may as well put it in one place where others can at least begin their own searches etc.

[StarkAndWitchesWillFindYou]

I'm really shocked at this SALT one. No wonder they kept it hidden from anyone other than members for so long.....

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CQS3

9.5.1 Individual responsibilities

Individuals need to:

• Document practice ? especially interventions ? that are welldesigned,
  

well-conducted and well-reported, to contribute to building our professional evidence base.

• Develop an awareness of research governance policy and local protocols regarding conduct of research in NHS trusts.
  
• Collaborate with other speech and language therapy colleagues in
  

both clinical and academic posts who have relevant experience and
expertise in leading and in disseminating clinical research.

• Develop advanced skills in project management and contract
  

management.

• Develop advanced skills in dissemination of results.
  

9.5.2 Organisation responsibilities
Organisations need to:

• welcome local EBP/audit/research initiatives
  
• differentiate between audit, service evaluation and research (see
  

section 9.3)

• promote and facilitate research and research culture within the
  

department

• establish working protocols with researchers
  
• have a designated coordinator, preferably one who is already research-active, who participates in any employer-wide research
  

networks, and who keeps abreast of available support for local research initiatives and acts as knowledge broker/pathfinder for members of staff, (eg writing bids, how ethics committees work etc)

• have designated staff links to national AHP quality/EBP/research networks
  
• establish links with research-active staff in higher education institution/s
  
• have a system to encourage SLTs to engage in research ? write up
  

their work to enhance the evidence base. -

• provide training for managers on the benefits of research

[Agnesdipesto]

National Autism Plan 2003

US National Standards Project 2009

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Quality Standards for Special Educational
Needs (SEN) Support and Outreach Services

Identifying the contribution of the service

14. Whilst it is impossible to fully separate the impact of these different elements, where a support or outreach service has:

i. intervened either directly (e.g. through
regular individual 1:1 or small group contact) or indirectly (through consultation and advice to staff, or parents) and,

ii. identified and set targets and,

iii. implemented or advised on strategy to attain these targets, evidence of progress towards these targets, which may be gathered jointly, can be attributed to the work of the service, whilst recognising that
the outcome is the result of partnership working. oh good grief

16. These standards are presented in two
sections, outcomes and service management
and delivery

Section One: Outcomes

STANDARD 1 ? Progress towards outcomes is systematically recorded and monitored.

STANDARD 2 ? The service promotes the use of interventions based on up-to-date specialist
knowledge and expertise of suitably qualified professional staff.

STANDARD 3 ? Parents should always be consulted and, where appropriate, involved in
supporting the learning and development of their child as part of any intervention.

STANDARD 4 ? Clear outcomes are agreed by the service and user, and steps taken to avoid the development of a culture of dependency.

STANDARD 5 ? Services have a clear purpose which takes into account local authority
policies, the Children and Young People?s Plan, the needs of particular schools, early years settings and other provision in the area, and the range of CYP needs.

STANDARD 6 ? The service regularly ollects feedback about its interventions and uses it to improve the quality of service.

STANDARD 9 ? Leaders maintain positive relationships with CYP, parents, schools, early years settings and other provision.

STANDARD 12 ? Key processes fully satisfy, and generate increasing value for, service users and other stakeholders.

STANDARD 15 ? There is collaboration with other service providers to ensure that services are complementary, simple to use, effective and joined-up to deliver a better service to the user.

[StarkAndWitchesWillFindYou]

Quality Standards for Special Educational
Needs (SEN) Support and Outreach Services

Section One:
Outcomes

17. The primary purpose of SEN support and
outreach services is to improve outcomes for CYP with SEN and disabilities.

18. Outcomes may be derived from objectives set out in a statement of special educational needs, individual or group targets or provision plans.
They should be considered, where appropriate, in the context of the ECM outcomes and the National Curriculum Inclusion Statement.

STANDARD 1 ? Progress towards outcomes is systematically recorded and monitored.

Supporting evidence:

• Programmes and interventions are regularly monitored.
  
• Intervention strategies are modified to take account of the response of CYP, feedback is given to them and their own views are acted upon.
  
• Outcome data is systematically identified, collected and analysed over time to evaluate the effectiveness of intervention strategies.
  

STANDARD 2 ? The service promotes the use of interventions based on up-to-date specialist knowledge and expertise of suitably qualified professional staff. ha ha

Supporting evidence:

• Interventions are realistic within the setting?s context and reinforce the three waves of intervention.
  
• Interventions and outcomes relate to one or more of the five ECM outcomes.
  
• Intended outcomes are agreed with CYP, their class or subject teacher and parents.
  
• Interventions are planned to enhance the development of self-confidence and self-esteem.
  
• Targets in intervention programmes are SMART
  

STANDARD 3 ? Parents should always be consulted and, where appropriate, involved in
supporting the learning and development of their child as part of any intervention. ha ha

Supporting evidence:

• Interventions and intended outcomes are agreed with parents.
  
• Where appropriate, parents are involved in informing or supporting any intervention
  

programme.

• Information is collected from parents/key workers/lead professionals concerning their views about the effectiveness of the service, and where appropriate, is acted upon.
  
• Parents are provided with information in an accessible and easy to understand manner.
  

STANDARD 4 ? Clear outcomes are agreed by the service and user, and steps taken to avoid the development of a culture of dependency.

Supporting evidence:

• Planning for the use of additional adults ensures there is a balance between providing sufficient one-to-one attention to support the individual CYP?s programme and ensuring that they are enabled to become more independent.
  

STANDARD 9 ? Leaders maintain positive relationships with CYP, parents, schools, early years settings, and other provision.

Supporting evidence:

• Fully accessible information is published about what users can expect from services, their costs and how well they perform in meeting the needs of CYP.
  

STANDARD 15 ? There is collaboration with other service providers to ensure that services are complementary, simple to use, effective and joined-up to deliver a better service to the user.

Supporting evidence:

• There are clear links between key partnerships and the overall mission, vision and goals of the service.
  
• Management responsibilities and lines of accountability are clear in a multi-agency context.
  
• There is joint working with partners to encourage innovation and continuous improvement.
  
• Organisational and cultural differences with partners are recognised and addressed

[tiredmummyneedswineandsleep]

wow thanks think i'll be quoting some of them in my supporting letter for ds statement!

[StarkAndWitchesWillFindYou]

Breaking the link between special
educational needs and low attainment

CHAPTER 3

4. In short, the identification of SEN should be seen as a challenge to all concerned
? to put in the extra resources and effort so that even the minority of pupils maintain
good progress relative to their starting point ? and not as a justification for assuming and accepting slow progress.

6. As the end of the chapter outlines, the best schools understand the importance
of high expectations, use of accurate data and early intervention to ensure good
progress. A focus on how to overcome barriers to learning rather than ?labels? is more likely to enable children with SEN to fulfil their potential

13. National data shows that prior attainment is a good predictor of later outcomes ?

For most children with SEN who have lower attainment, the special educational
provision they receive should accelerate their progress, as it should be based on
evidence of what is effective.

14. Due to the broad continuum of special educational needs, good progress should
be defined for every child.

But it is crucial that appropriately high
expectations are still in place for these children to make progress relative to their
starting point. Ofsted (2004) found that without high expectations for the lowest
attaining pupils, improvement in provision for children with SEN and in the standards
they reach will be slow.

15. Inclusion is not about place, but about how a child with SEN is helped to learn and take part in school life. Ofsted (2006) found that the most important factor in determining outcomes for pupils with learning difficulties and disabilities was not the type, but the quality of provision.

The best practice in schools indicates that when personalised learning is part of the culture of a whole school approach to curriculum development, the systems for assessing, planning and teaching match the needs of all pupils, reducing the need to define children according to categories of need.

20. The Progression Guidance is being used to set ambitious targets for children
working below age-related expectations, but it can also be used by schools to support children with other learning difficulties.

Many schools and local authorities have found that the guidance is a useful way to ensure a shared understanding about the importance of accurate data usage and assessment to inform teaching and learning. National Strategies have also set out a framework to ensure that use of data in schools can impact on disadvantaged groups of children such as those with SEN.

[LucindaCarlisle]

All these Policies and Guidance documents are all very well, However, if grass roots professionals (such as teachers) fail to communicate with parents or other professionals, the whole pack of cards falls down.