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NI 51: effectiveness of child and adolescent mental health services (CAMHS)
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 12p.
- Place of publication:
- London
This statistical release, National Indicator 51, is part of the National Indicator Set used to measure annual performance at local authorities, Government Office region and the national level. This release measures key aspects of service provision that should be in place locally to effectively meet the needs of children and young people with mental health problems. The indicator measures Local Authorities’ self-assessment across the country against four questions, each with a 1 to 4 rating. The questions asked of Local Authorities are based on the definition of comprehensive CAMHS provision as given in the DH National Service Framework for Children, Young People and Maternity Services. The topics covered by the four questions are: the development and delivery of CAMHS for children and young people with learning disabilities; appropriate accommodation and support for 16/17 year olds; the availability of 24 hour cover to meet urgent mental health needs; the joint commissioning of early intervention support. The national figure for NI 51 has improved from 13.8 to 14.7 between 2008 and 2009. All regions show improvement on average, with the largest gains being made in the East of England, East Midlands and the South East. Comparing total scores at local authority level for 2008 and 2009 shows that 87 local areas have improved while 48 show no change and 13 have experienced a decline.
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Children with special educational needs 2009: an analysis
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 121p.
- Place of publication:
- London
This report presents information at national and local levels about the characteristics and attainment of pupils with special educational needs. The main body of this publication presents national level data and some breakdowns by Government Office Region. Chapter 1 looks at the characteristics of pupils with special educational needs. It provides information by gender, age, ethnicity and type of need. Chapters 2 - 4 looks at the attainment of pupils with special educational needs in different Key Stage's. Chapter 5 looks at attainment by type of need for 19 year old boys and girls at School Action, School Action Plus and with statements. Chapter 6 compares absences and exclusions of pupils with and without special educational needs. Chapter 7 looks at the views of pupils with learning difficulties, as opposed to special education needs, and reports on their views. Tables and figures and included throughout.
Bullying involving children with special educational needs and disabilities: safe to learn: embedding anti-bullying work in schools
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 55p.
- Place of publication:
- London
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.
National service framework for children, young people and maternity services: continence
- Authors:
- GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2007
- Pagination:
- 12p.
- Place of publication:
- London
Continence issues form a part of the national service framework for children, young people and maternity services. This exemplar describes a patient journey and the considerations that apply to each stage in addressing the issues.
Supporting young people with learning difficulties to participate and progress: incorporating guidance on learning difficulty assessments
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
This guidance is intended to help local authorities to make consistent, effective and robust decisions that will lead to positive outcomes for young people with learning difficulties and/or disabilities. The guidance will be of interest to staff working directly with young people and their managers and the Young People’s Learning Agency. The document is in three parts. Part One describes the duties for local authorities arising from the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) as well as from earlier legislation. Part Two sets out a vision for provision and support for learners with learning difficulties and/or disabilities (LLDD) and describes the learning landscape, in particular the opportunities presented by 14-19 reform. Illustrative case studies are given. Part Three covers statutory guidance made under section 139A (7) of the Learning and Skills Act 2000 (LSA 200
Disabled children's access to childcare (DCATCH) pilot activity: information for local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 35p.
- Place of publication:
- London
This report provides early information about DCATCH pilot activity. DCATCH is investigating ways of achieving better access to childcare for disabled children and young people in 10 pilot areas of England. It was made possible by funding of £35 million from the Aiming High for Disabled Children (AHDC) program. Work began in September 2008 and is likely to run to 2011. Different activities are in place in the different pilot areas, but all aim to identify and address gaps in local provision in partnership with families and to explore ways to increase the quality and range of childcare available. Improvement of data collection is important and DCATCH is piloting the Benchmarking and Planning tool to establish baseline measure for quantitative and qualitative data relating to childcare arrangements for the families of disabled children and to track service improvements over time. Other DCATCH activities include consulting with families to identify gaps in childcare services and to establish local priority actions, improving information provided to families and supporting families to make choices. DCATCH is also investigating affordability and cost of childcare, workforce development of childcare providers, and increasing capacity, inclusion and improving quality of childcare.
Breaking the link between special educational needs and low attainment: everyone's business
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 62p.
- Place of publication:
- London
This Department for Children, Schools and Families ‘Breaking the Link’ series report aims to guide school head-teachers, senior leadership, and heads of school improvement towards good practice ongoing in special educational needs (SEN), and supported by the wider population of teachers, local authority professionals and staff who work, in England, with children and young people with SEN. Referencing the Lamb report and Rose’s recommendations of 2008, which detail parental confidence in the SEN system and identification and teaching of children with dyslexia/literacy difficulties respectively, 2009’s Schools White paper, and Salt’s 2010 review quantifying the supply of teachers needed for children with severe, profound and multiple learning difficulties, this paper applauds school and local authority good practice, beyond the statutory SEN Code of Practice, of issuing statements and providing the listed support. By focusing on the Children’s Plan commitments of high aspirations, progress, positive outcomes and attainment, which maintains parental confidence, keeps (supported) students in mainstream school, (School Action), keeps exclusions low and increases extended services (School Action Plus), this paper stresses that SEN provisions are not ‘bolted on’ but are inherent to the Children’s Plan, Schools White Paper, and ‘Achievement for All’ pilot started September 2009, due for an interim evaluation in June 2010.