Short Breaks Consultation Data 2017 – DRAFT For discussion with AfC and others
The Survey •
This report describes the data from the online and paper surveys, and 4 open meetings conducted by SFV in spring 2017.
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In contrast to data collected by AfC, our survey asked for all disabilities experienced by the child, instead of asking for ‘primary diagnosis’ only. We considered that this would give us a more holistic picture of our community
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The survey had a representative mix of disabilities, boroughs of residence. All ages were represented.
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The vast majority of respondents to short break survey have children with significant additional needs = does this indicate that short breaks are for the most part self-selecting?
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There was a higher proportion of special school attendees responding to the survey than in the eligible community. We expect that this was due to their increased interest in, and need for, short breaks
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The responses of those at special schools did not vary significantly from those at mainstream schools. However the one significant difference was that children at special school were deemed to have less opportunities to make friends of children their own age. 2
Big Themes that came out of the consultation • Lack of information – parents don’t know what is out there – There is no reliable single source of info – For now the local offer is not well-regarded
• Complicated administrative processes are a barrier to accessing short breaks • Children with SEND and their families in our boroughs still experience significant social isolation • Lack of qualified support workers is a major concern • Parents would prefer easy to access activities rather than cash 3
What do parents want from Short Breaks? •
Clear information about what is out there and who it is for – – –
a one-stop directory better advice from Family Support Workers Clearly defined offerings e.g. for a holiday club which activities will be happening on which days, prior to booking
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Straightforward processes for accessing breaks, funding and or, 1:1 support workers
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Local opportunities (< 30mins from home)
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Access to qualified, experienced and consistent staff with the right skills and aptitudes whether at specialist activities or supporting children in mainstream activities – – –
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50% of respondents needed constant support with social skills 20% of respondents require knowledge of signing or PECs 5% require medical assistance with eating
I have considered 1:1 at mainstream but have concerns over whether the person provided would have the skills and experience required
A range of activities that cover all needs –
e.g. under 8yr olds, Older children with a much younger developmental age, children with medical needs, mentally able but physically disabled children, late teenagers approaching adulthood etc
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A peer group – supported opportunities to make and maintain friendships for ALL children with SEND
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Fun for their child, building their child’s independence and supported social opportunities are the highest priority goals 4
Information on short breaks locally available •
The Legal background: –
Local authorities are required to seek to identify all children and young people with Special Educational Needs and Disabilities (SEND) who live within their area. They are also required to ‘open and maintain' a register of disabled children; publish information about services they provide; and take reasonably practicable steps to ensure that those who might benefit from these services receive the information relevant to them. (Children Act 1989, schedule 2, part 1, par 1, 2; Children and Families Act 2014, part 3, section 22)
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Currently the majority of parents are unaware of the short break options available
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The Local Offer is not well regarded
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SFV will pull together a simple directory of ALL short breaks providers that we are aware of through our work and post it on our website
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SFV will continue to provide information on short breaks at open meetings
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AfC should not expect commissioned providers to be able to effectively target marketing at those who need it, this work should be undertaken wholly by, or in partnership with AfC
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Family Support Workers should be trained and given the necessary information to advise parents
“Most important is knowing what’s available and deciding whether its worth time and or money. No single reliable accessible source of info. AFC local offer incredibly dry”
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Processes •
There are >2000 CYPs in Richmond and Kingston with EHCPs and Statements. Less than x% of these are currently accessing short breaks.
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54% of survey respondents were not currently accessing short breaks. Their top reasons were – – –
43% admin too difficult 24% don’t believe eligible 26% don’t believe their child’s needs would be met
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Parents commented on the fact that providers weren’t paid on time, which was worried them as they felt their child might lose their place, and that providers were not willing to invoice AfC
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Parents want prior knowledge of activities before they booked days in holiday clubs, currently this is not given for most AfC specialist holiday clubs
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Admin and eligibility criteria to be reviewed and overhauled as part of the 2018 commissioning round
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AfC to raise awareness amongst families who do not have Social Workers or Family Support Workers
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Activities in holiday clubs to be planned in advance of booking time 6
What kind of short breaks are needed? •
LOCAL ONES!! – –
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If it requires driving for over half and hour then it becomes logistically difficult because drive time becomes more than time off
So that CYPs are part of their local community So that travel time doesn’t eat into respite time
Holidays were the most important time –
>55% selected holidays as their top priority, 2nd was weekends and 3rd was evenings
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Specialist and mainstream short breaks are wanted, a lot of parents (43%) actually wanted a mix. Truly inclusive* short breaks would be the ideal for many parents.
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Attribute value to multiple local venues when commissioning, economies of scale may not be worthwhile for short breaks
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Ensure holiday options are available for all cohorts, and in sufficient quantities –
Particularly the severely disabled cohort, who may only get 3 days of Yorda in the summer holidays, and have very few other options
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Investigate best practise in promoting and encouraging mainstream providers to be inclusive
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Ensure AfC youth activities are truly inclusive*
*see slide 8
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What is Inclusion? Some food for thought
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INCLUSION IS NOT:
Simply putting a child with SEND in a mainstream setting (with or without a support worker)
INCLUSION IS:
Making that mainstream setting work for all the children, including those with SEND by modifying the activities, communication methods, approaches, structures and strategies to overcome barriers and provide all attendees with an experience that meets their needs and preferences*
*True inclusion = â&#x20AC;&#x153;changes and modifications in content, teaching methods, approaches, structures and strategies to overcome barriers with a vision serving to provide all those of a relevant age range with an equitable and participatory experience and environment that best corresponds to their requirements and preferencesâ&#x20AC;? Ie it is more than just including a disabled child in a mainstream activity! Source: A Summary of the Evidence on Inclusive Education, Dr. Thomas Hehir, Silvana and Christopher Pascucci Professor of Practice in Learning Differences at the Harvard Graduate School of Education
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Which Activities are the most Popular •
Swimming – – –
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Cycling –
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Around 50% selected trampolining, with many comments about how the RISE trampolining is oversubscribed and thus can be disappointing (very short turns, or even children turned away upon arrival)
Horseriding – – –
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50% selected either learning to cycle or companion cycling
Trampolining –
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70% of respondents who filled in the desired activities selected either learning to swim or swimming for leisure Many parents commented on how hard it was to find suitable swimming teaching for their children, and if they did find it, how extremely expensive it was Swimming not only has many benefits (sensory, health etc) it is also a safety priority: certain children with SEND have a tendency to jump into any body of water
Hugely beneficial for many different disabilities. Very expensive. Lots of people use their Aiming High money to pay for horseriding. Long waiting lists Could access to horseriding be made more equitable by the short breaks commissioning?
Outings of most descriptions –
adventure playgrounds, bowling, cinema, soft play, theme parks, transport related days, farms/zoos….)
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Music
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Friendship Groups
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Yoga 9
It would appear that parents prefer activities over cash •
In a poll at open meetings all parents voted for activities over cash
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Evidently this will depend on the type of activity offered (perhaps parents were voting assuming that their chose activities would be available), and there must be a balance between choice (i.e. child can be facilitated to do go karting if that’s only passion, vs organised activities)
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It is difficult for parents / some mainstream activity organisers to find consistent and suitably trained staff to support CYPs with SEND, perhaps this is one reason why people would prefer activities “I want actual activities to choose from …I do not want to find an activity, hire staff, fill in forms, ask for funds”
“Been offered DPs but trying to sort out how to use the money feels like an extra job. Options info, suggestions and practical ideas and recommendations are of more value than hard cash”
“xxx wants to join in with mainstream activities but can't without to support so I’d like to know how to get trained adult support to help xxx join in scouts, football etc”
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Data reveals high rates of social isolation for disabled children and their families Disagree “My child has a group of friends of his/ her own age with whom he shares interests, hobbies and activities (outside of school)”
72% (strongly agree <1%)
“My child is able to make friends easily”
62% (strongly agree <2%)
“My child has enough opportunities to make friends with other children of their age”
61% (strongly agree <1%)
Agree “My child has experienced mental health issues”
39%
“My child often feels left out”
58%
“My child spends too much time on their own”
66%
“Our family social life is limited by having a child with disability”
71%
‘Friendship Group’ selected as a desired activities 44%*
Main benefits of short breaks = supported social opportunities 66% ‘most important ‘Friendship Group’ as a desired short break activity was favoured by parents of children with ADHD, Down Syndrome, (both around 50%) MLD and ASD SLD, it was least favoured by those with high functioning ASD, SLD11and wheelchair users.
Nearly all disabled children need extra help making and maintaining friends •
The benefits of successfully social development will be seen across the board – health, education, mental health (children and parents!)
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Staff with specialist skills in promoting social skills, and in actively creating social opportunities and facilitating friendships are hugely valued “Need activities that engage, challenge and stretch xxx and are working towards engaging xxx in a social group that meet regularly to build friendships this takes time to get right. Needs regularity and right peer group”
“The nature of xxx condition means that xxx has difficulties in social communication and interaction. Although xxx enjoys being surrounded by other children xxx does not know how to approach them and is rather passive. Among all xxx peers who are neurotypical and autistic, xxx has only one friend who is autistic. As xxx is growing xxx is less accepted by neurotypical children”
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Short Breaks: An opportunity to address social isolation? •
The short breaks consultation has shown that children with a wide range of disabilities require both opportunities to, and significant help in, mastering social skills and making and maintaining friends – –
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Existing expertise should be capitalised upon e.g. Heidi Mansfield is renowned for her skills in promoting friendships amongst the CYPs attending Crofters Best practice research from other areas, books etc
Further work should be carried out into how this need could be best met. – –
Consultation needs to include all disabilities (SLD, MLD, PMLD, ASD, ADHD, DS) and as such parents and professionals will need to be included Best practice strategies to promote friendships should be researched (both using existing expertise e.g. Heidi Mansfield, and wider research)
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All interventions for children with special needs should have a focus on social skills
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Training in promoting social skills should be developed and offered to all providers
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