Agenda item

The commission then heard from Sarah Beard, Executive Headteacher GEM Federation of Schools (primary school) and Michael Baxter, Principal, City of London Academy on school inclusions from a SEND perspective covering the following points

·  SENDIF (SEND Inclusion Funding) (Early Years Intervention) information not being passed on to schools; preparation by schools for SEND children; reluctance of schools for SEND children; SEND funding varying from lowest band of £4k a year and an additional £10k from Southwark, insufficient for providing SEND; Lowest qualified staff such as TAs’ given the most vulnerable children.

·  Recommendations for LA: Clear communication with schools around SENDIF and this information and evidence being used for EHCP applications, Funding for training and support in SEND for staff which currently leaves the schools needing another £20k and moving away from one-to-one sessions which creates dependency.

·  Issues with inclusions in Schools other than SEND factors, Southwark Association of Secondary Headteachers (SASH) meetings, Mobile Phone Policies in secondary schools in Southwark.

·  More SEND provisions in secondary schools challenging, repurposing buildings of closed schools either for alternative SEND provisions or setting up SEND schools; factors behind secondary school children who end up in prison are mainly due to suspensions, suspensions need to be part of the inclusion policy and should be used with efficacy and proportionately.

·  Suspensions mainly on: Fireworks on parents, teachers and other students, possessing zombie knives, consistently defying instructions causing disturbance, preventing other children from receiving a good education; Southwark secondary schools performing much better in results and inclusions when compared to other boroughs.

·  Factors leading to increased SEND demand in the borough: fewer SEND placements in primary and pre-primary schools, Health settings and support (SEND) in early years children (0-18 months), screen time for toddlers and correlation with Attention Deficit Hyperactivity Disorder (ADHD).

The commission then asked questions on the following themes

• Successfully turning around persistent absences
• Suspensions and exclusions; tracking the consequent placement and the child’s progress
• Threshold for a permanent exclusion with regards to a managed move to another school or placement

Sarah explained to the commission that GEM federation of schools strictly adhere to the persistent absence policies, any families of children that have less than 90% attendance. Senior leadership at GEM have meetings with parents on establishing whether its special needs or non-special needs causing the absence of children in schools. Absence in schools makes it difficult for schools to gather evidence for SEND. The trigger for legal action against parents from LAs’ considers a six-week attendance improvement period and often parents ensure that their children attend in that period to avoid legal action. However, the attendance drops after this period which resets the process for handling absences to step 1, leading to very little improvement in attendance over the school year, in some cases 39% to a mere 41% improvement in attendance.

Michael informed the commission that some families with children having low attendance are difficult to get in contact with, the Department for Education has given LAs’ the authority to fine parents. For schools, strictly following absence policies is key to reducing persistent absences, however it’s also important to ascertain whether a school caters to the child’s needs.

The commission learnt from Sarah that there is a need for a set of recommendations and/or guidance for schools to consider when developing absence strategies and handling persistent absences, especially for newly appointed head teachers and newly formed schools.

Michael explained to the commission that every child that has been suspended or excluded, is tracked and their progress is monitored. The parents of the child that is about be permanently excluded has a period of 15 days to opt for a managed move instead of a permanent exclusion, in most of these cases the parents of the children believe that their child can change their behaviour and don’t opt for a manged move to another school. Furthermore, the schools do the paperwork for a permanent exclusion during the 15 days but stop short of convening a governance panel for a permanent exclusion and additionally arrange a managed move; at the end of the 15-day period the parents then usually agree to a managed move. Children that could be potentially permanently excluded are considered for placements in other schools and academies, children involved in gangs and drugs are placed in apprenticeship academies.

Micheal informed the commission that a child involved in firing fireworks at parents and/or other children and/or possessing zombie knives is a major red flag and leads to a permanent exclusion. Children with behavioural issues are given second & third chances and a lot of support to avoid a permanent exclusion.

The commission then received a report and presentation from Councillor Jasmine Ali Cabinet member for Children Education and Refugees on inclusions in schools, supported by Marsha Douglass, Senior Education Psychologist and Shane Steere-Jones, Service Manager, Family Early Help, covering the following topics

·  Absenteeism and exclusion; current state, 31% of looked after children have below 90 % attendance attributed to post pandemic school refusal, new care placements and or medical absences and fixed term inclusions

·  Trends in persistent absences; school exclusions in Southwark lower than pre pandemic levels, decrease in SEND pupils since last year; impact of exclusions and mitigating actions such as inclusion charter and strategies for improvement

·  Working with SASH, Call to action: multi-faceted approach, focus on well- being and exams, faster access to data, revolutionising the SEND system. More clinical support through Child and Adolescent Mental Health Services (CAMHS)

·  Data trends in Southwark on exclusions lower than national average, DfE changing statutory guidance for improving attendance in schools; Southwark’s framework implemented to improve inclusion. Inclusion handbook, discussions with schools for attendance plan in place for absentee children.

·  Working collaboratively with social care for mental health needs, factors contributing to high levels of anxiety, supporting children by working with Early Intervention team, Cross partnership working trending in the right direction by not working in Silos

The commission then asked questions on the following points

·  Inclusion Charter and Sure Start centres

·  Tacking increasing waiting lists for CAMHS for ADHD, ASD and neurodiversity

·  Diversity of need within children in the same school year not being met by schools leading to absence of children and parents being fined as a result

Cllr Ali explained to the commission that like Sure Start centres the council has continuously funded and run Children’s centres, in addition adolescent centres have also been setup. The Integrated Care Board (ICB) in Southwark has brought together Health and Social Care working.

Marsha informed the commission that training and upskilling school staff in SEND needs is core to providing Ad hoc support to children and young people without having to wait for a medical diagnosis. Schools are working in challenging environments to provide SEND mental Health Services without having sufficient resources.

The commission heard from Shane that the DfE guidance for school absence is 10 sessions within a 10 - week rolling period and this amounts to 5 school days, the initial approach is to provide guidance and support to parents and children. Schools and educational professionals are required carry out certain statutory guidance in the absences handbook before they could request penalty notices to be issue to parents.