2014-15 46.79 50.94 2.26 2015-16 53.87 44.53 1.6 Current Provision Special Schools Places Commissioned annually - Admission through SEN (August 2016) Name Age Range Need Planned Places Ofsted Grade Abbot's Lea KS1-4 & Nursery ASD 188 + 25 Assessment @ model 1 Childwall Abbey KS3/4/5 CLD 130 2 Bank View KS3/4 ASD/CLD 150 1 Clifford Holroyde KS 3/4 SEMH 50 2 Woolton High KS 3/4 SEMH 50 +20 2 Ernest Cookson KS1/2 SEMH 50+8 Assessment 1 Hope KS1/2 SEMH 50+*10 Assessment 1 Millstead Primary KS1/2 & Nursery SLD 105 + 25 Assessment @ model 1 Palmerston KS3/4/5 SLD 110 1 Princes Primary KS1/2 & Nursery SLD 106 +25 Assessment @ 1 Redbridge High KS3/4/5 SLD 120 1 Sandfield Park KS3/4/5 PD/SLD 78 ACE / Hospital School 2 *Assessment places for students on school roll. Resourced Provision
Royal School for the Blind VI 3 1 St Vincents VI 1 1 West Kirby (residential) SEMH/ASD 1 1 Liverpool Progresive School (Embrace) SLD/ASD 1 1 Post 16 College and Training Providers Version of schools contract agreed with Liverpool City Region LAs is used to agree funding with providers. Liverpool High Needs Banding Model is used to calculate top up amounts. Commissioned Annually - Admission through SEN (July 2016) Name Age Range Need Commissioned Places Ofsted Grade Activate Arts 16-25 Independent Specialist College 3 3 College 16-25 Independent Specialist College 2 2 City of Liverpool College 16-25 General FE College 46 3 Greenbank 16-25 Commercial & Charitable Provider 70 3 Knowsley Community College 16-25 General FE College 33 3 Myerscough College 16-25 Specialist College 22 2 Riverside 16-25 General FE College 4 2 YPOP 16-25 2 Training Provider Behaviour support
Educational Psychology Service is committed to applying effective models of psychology to promote positive change and to contribute to successful teaching, learning and care environments. Alder Centre for Education (ACE) This service managed by Sandfield Park Special School currently provides an education to children who cannot attend their own school for a prolonged period due to issues relating to their health either physical or mental. The health categories include: Children with physical medical problems; Children suffering with chronic fatigue; Children suffering from social phobia, anxiety and stress related problems. This support is available to children from KS3 through to KS4. The aim is to ensure there is as little interruption as possible in their education during the recovery process and to facilitate a smooth transition back into their own school. However due to the nature of some of the medical issues some of these children are unable to return to school and in these cases the service prepares them for access to post-16 education. The service supports all children with both academic and life skills. It also plays a significant part in their medical recovery. Since 2012 there has been an increasing need for ACE support for pupils who are not coping in mainstream schools as a result of a neurodevelopmental condition, most commonly High Functioning ASD (aspergers). Capacity at this provision has increased from 50 to 80 places since 2012. This increase has been funded directly by placing schools. In addition, more pupils are supported by ACE who require specialist education support and have obtained or are in the process of an EHCP. 2012/13 23 pupils with neuro condition 2013/14 32 pupils with neuro condition 17 SEN 2014/15 31 pupils with neuro condition 10 SEN 2015/16 (Feb 16) 36 pupils with neuro condition 14 SEN Alternative Education The Alternative Placements Team (APT) supports and manages approximately four hundred young people in years 9, 10 and 11 who are permanently or at risk of permanent exclusion from schools. Referrals usually come from the Fair Access Panel (FAP), however, some young people are placed
16. Governance All SEND strategy is overseen by the SEND Partnership Board chaired by the Director, Children and Young People’s Services. The group is multi-agency and its key purpose is to enable local area partnerships to examine their arrangements for children and young people with SEND, including transition to further and higher education, training, employment and self-employment or other activities to identify gaps and to generate improvement. This group reports to both the Liverpool Learning Partnership (LLP) and the Health and Well-Being Board. Below the SEND Partnership Board sits the Operations Group which comprises senior officers from the key areas of the SEND reforms and oversees the development of the SEND Action Plan. 17. Key Priorities The development of this strategy has led to the identification of gaps in provision and information. It has also highlighted the critical requirement to work with all stakeholders to manage increased demand within the resources available. The following ‘key priorities’ will be formulated into an action plan with short, medium and long term actions supported by a commissioning plan. They will form the key drivers of our ‘Framework for Change’. Smart Data Analysis Provision Culture and Practice Workforce Development