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0 to 25 SEND code of practice: a guide for health professionals. Advice for clinical commissioning groups, health professionals and local authorities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2016
- Pagination:
- 29
- Place of publication:
- London
This guide is designed to help clinical commissioning groups (CCGs), local authorities and health professionals understand their statutory duties in relation to the special educational needs and disability (SEND) reforms in the Children and Families Act 2014. It draws out the health elements from the statutory 0-25 SEN and Disability Code of Practice and will help navigate the full document. The guide covers: the principles underpinning the Code; joint commissioning; personal budgets; transitions from paediatric to adult services; the local offer; health in early years provision; health in schools and colleges; preparing for adulthood; education, health and care (EHC) needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
Service use by families with children adopted from Romania
- Authors:
- CASTLE Jenny, et al
- Journal article citation:
- Journal of Children's Services, 1(1), April 2006, pp.5-15.
- Publisher:
- Emerald
Service use between six and 11 years of age is reported for children adopted from Romania into UK families, and compared with that for children adopted within the UK before six months of age. Between six and 11, there had been only one adoption breakdown, and about one in ten couples experienced a marital breakdown. Apart from continuing concerns over hepatitis B carrier status in a small number of children, physical health problems were not a prominent feature. By contrast, nearly one-third of the children from Romania placed in UK families after the age of six months received mental health services provision – a rate far higher than the 11 to 15% in the groups adopted before the age of six months. Such provision was strongly related to research assessments of mental health problems and largely concerned syndromes that were relatively specific to institutional deprivation (quasi-autism, disinhibited attachment and inattention/overactivity). There were similar differences between the UK adoptees and the adoptees from Romania entering the UK after six months of age in major special educational provision and, again, the findings showed that the provision was in accord with research assessments of scholastic achievement. The between group differences for lesser special educational provision were much smaller and there was some tendency for the early adopted groups to receive such provision for lesser degrees of scholastic problems than the children adopted from Romania who entered the UK after six months of age. The policy and practice implications of the findings are briefly discussed.
Quick guide: commissioning for transition to adult services for young people with special educational needs and disability (SEND)
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 18
- Place of publication:
- London
This quick guide aims to help health commissioners and providers tackle the challenges involved in implementing the joint commissioning of services for children and young people with special educational needs and disability (SEND) introduced by Part 3 of the Children and Families Act 2014. The guide is based on the ten key transition principles published by the National Institute for Health and Care Excellence (NICE) in 2016. These are: participation and co-production; person-centred transition planning; clear leadership and accountability; strategic vision across children's and adults' services; understanding transition needs; transition process and protocols; joint commissioning; training and development of staff; role of named worker; and needs of specific groups. Local areas can use this as a resource to inform their own practice. (Edited publisher abstract)
Promoting the health and welfare of looked-after children: updated statutory guidance: Government consultation
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- London
This consultation document seeks views on amendments to ‘Promoting the health and wellbeing of looked-after children’ statutory guidance issued in 2009. The updated guidance is in two parts. The first part sets out the high level joint responsibilities of local authorities, clinical commissioning groups and NHS England for looked-after children as a group. It includes some overarching principles, followed by sections on: planning and commissioning health services for looked-after children; the responsible commissioner; and the role of the designated doctor and nurse. Part two of the guidance is about planning and providing services to meet the needs of individual looked-after children. It includes sections on: the care planning framework in relation to what should happen to address the health needs of a looked-after child; information sharing; health assessments; the principles of what good health assessments look like and who is responsible for carrying them out; the health plan and health reviews; mental health services; special educational needs; the roles of social workers, IROs, primary care teams, specialist health professionals and named health professionals; out of authority placements; specific groups of looked-after children, such as those living in children’s homes or in custody; and transitions from care, including care leavers and those who are adopted. The consultation closes on 9 January 2015. (Edited publisher abstract)
Evaluation of the Special Educational Needs and Disability Pathfinder Programme: thematic report: collaborative working with health: research report
- Authors:
- CRASTON Meera, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 26
- Place of publication:
- London
This report was produced as part of the evaluation of the Special Educational Needs Disability Pathfinder Programme and focuses on collaborative working between health and the local authority. It is based on evidence gathered from four pathfinder areas via in-depth face-to-face and telephone interviews with key individuals including the pathfinder lead and manager, strategic and operational health professionals, and leads for SEN and social care. The SEND Pathfinder Programme entailed the development and trial of an assessment process, a single, joined up education, health and care plan (EHC), and personal budgets across education, social care and health. The report shows that a diverse range of approaches have been developed to facilitate the required collaborative working with health in relation to the SEN and disability reforms. These approaches included: the establishment of multi-agency governance structures to oversee and direct the work of the pathfinder. the development of new strategies, frameworks and structures to support the creation of new joint commissioning arrangements; development of the ‘health-related’ elements of the local offer via effective engagement and consultation their local health providers; and the setting up of Section 75 agreements between health and the local authority to integrate and pool resources. The report highlights several challenges that need to be addressed, including a need to: operationalise the strategic mechanisms that has been developed; more effectively engage adult strategic and operational health professionals; develop inter-agency information sharing protocols and a wider set of integrated and pooled resources; and clarify who would take on the role of designated medical/clinical officer moving forwards. (Edited publisher abstract)
People with learning disabilities in England 2012
- Authors:
- EMERSON Eric, et al
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 121
- Place of publication:
- London
This third annual compendium of statistics about the lives of people with learning disabilities covers a wide range of information about population numbers, mortality, education, health services, and social care for adults and children. Other sections summarise information collected on employment, abuse of vulnerable adults, deprivaiton of liberty safeguards (DOLS) assessments, benefits, and caerers. It is estimated that in England 1,14 million people had learning disabilities in 2012. This included: 236,000 children (identified at School Action Plus or above in DfE statistics as having either a primary or secondary SEN associated with learning disabilities); and 908,000 adults aged 18+, of whom 199,000 (22%) are known to GPs as people with learning disabilities, and 404,000 (44%) were receiving Disability Living Allowance. An easy read version (17p) is also available. (Edited publisher abstract)
Models of good practice in joined-up assessment: working for children with 'significant and complex needs'
- Authors:
- BODDY Janet, POTTS Patricia, STATHAM June
- Publisher:
- University of London. Institute of Education. Thomas Coram Research Unit
- Publication year:
- 2006
- Pagination:
- 39p., bibliog.
- Place of publication:
- London
Children with significant and complex health needs and/or disabilities and their families are often in contact with a wide range of different agencies, and subject to multiple assessments. The Common Assessment Framework (CAF), introduced as part of the Every Child Matters: Change for Children programme, provides a means by which any agency can identify and assess at an early stage those children who may benefit from additional support. However, less attention has so far been paid to how to coordinate specialist assessments of children with more complex needs, for example assessments by social services, health services and special educational needs services. The current research was commissioned as part of an ongoing DfES programme of work within the Children, Young People and Families Directorate, exploring the potential for joining up such multiple assessments for children with significant and complex health needs and/or disabilities.
Options for partnership between health, education and social services
- Author:
- DESSENT Tony
- Publisher:
- National Association for Special Educational Needs
- Publication year:
- 1996
- Pagination:
- 47p.
- Place of publication:
- Tamworth
Includes seminar papers on: options for partnerships in meeting special educational needs between health, social and education services; options for paternships with social services - a local authority perspective; and options for partnership - a discussion.
Reducing restrictive practices framework: a framework to promote measures and practice that will lead to the reduction of restrictive practices in childcare, education, health and social care settings. Consultation document
- Author:
- WELSH GOVERNMENT
- Publisher:
- Welsh Government
- Publication year:
- 2019
- Pagination:
- 36
- Place of publication:
- Cardiff
A draft framework from the Welsh Government providing non-statutory guidance with the aim of promoting practice that will lead to a reduction of restrictive practices for both adults and children. Where restrictive practices are used, it also aims to ensure that this is informed by person centred planning and in a way which safeguards the individual, those whom they interact with, and those who provide services to them. Sections of the framework cover: working in a human rights framework for the reduction of restrictive practices; understanding the importance of positive behaviour support; understanding the importance of reducing restrictive practices; and principles for restrictive practices. The framework is applicable across childcare, education, health and social care sectors. It will replace the Framework for restrictive physical intervention policy and practice, published in (2005) and is open to consultation until 6 January 2020. (Edited publisher abstract)
Quick guide: guidance for health services for children and young people with special educational needs and disability (SEND)
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 27
- Place of publication:
- London
This guide aims to help health commissioners and providers involved in implementing the joint commissioning of services for children and young people with Special Educational Needs and Disability (SEND) introduced by Part 3 of the Children and Families Act 2014. The Act introduced a number of new duties for Clinical Commissioning Groups, which included to commission services jointly for children and young people (up to age 25) with SEND, including those with Education Health and Care EHC plans; work with the LA’s to contribute to the Local Offer of services available; and ensure that health providers inform parents and the appropriate LA where a young child under school age has SEN or a disability. Sections of the guide include: the Designated Medical Officer or Clinical Officer role; the Health, Education and Care Plan; and engaging with families. (Edited publisher abstract)