Archived decisions

EXTRACT OF MINUTES

AT A MEETING of the CHILDREN AND YOUNG PEOPLE POLICY REVIEW COMMITTEE of the HAMPSHIRE COUNTY COUNCIL held at The Castle, Winchester on 13 February 2007.

Chairman:

p Councillor Mrs C.A. Leversha

Vice-Chairman:

p Councillor Mrs Anna McNair-Scott

Councillors:

a F. Allgood

p C. Bailey

a D. Blampied

p Mrs. E. M. Byrom

p B. D. Dash

p P. Edgar

p K. Evans

p Mrs. J. K. Frankum

p K. Gill

a Mrs. K. Heron

a G. M. Hockley

p R. J. Kimber

p Mrs. P.G. Peskett

p S. H. Read

p J. K. West

p S. Wheale

Co-opted Members

T. Blackshaw

D. Mayer

Officers

John Coughlan, Director of Children's Services

John Clarke - Children's Services Dept.

Sheila Little - Treasurer's Dept.

Sarah Pook - Treasurer's Dept.

Pam Robinson - Children's Services Dept.

Eric Smith - Children Services Dept.

Colin Hardy - Children Services Dept.

Emma Gordon - Chief Executive's Dept.

Louise Read - Chief Executive's Dept.

Karen Widdowson - Chief Executive's Dept.

Also in attendance:

Executive Lead Member for Children's Services - Councillor Mrs. Felicity Hindson

D. White - Expert witness in relation to Minute No. 32 below

Councillor Kemp-Gee (Minute No. 32 below)

Councillor Jo Kelly (Minute No. 32 below)

    31.

DEPUTATIONS

The Committee received a deputation from Catherine Simons and Pat Brough representing the Parents of Medstead Primary School (a copy of their statement is attached at appendix A)

    32.

REVIEW OF EDUCATION PROVISION FOR DEAF AND HEARING IMPAIRED CHILDREN

The Committee considered the report and recommendations to the Executive Lead Member for Children's Services (Item 6 in the Minute Book) in respect of the review of resourced provision for deaf and hearing impaired (HI) children and the options for the future pattern of provision for deaf and HI children.

The Director of Children's Services introduced this item and explained that whilst he understood the justifiable concerns raised about these proposals, he emphasised the importance of assuming a county wide perspective. In particular he emphasised the need to review this specialist provision in order to meet the future specialist needs of deaf and HI children in Hampshire as a whole.

The Committee were advised that in 2006 an extensive consultation took place on the County Council's provision for deaf and HI children. Having considered a report on the outcome of that consultation, the Executive Lead Member for Children's Services asked for the consultation to be extended, to give further consideration to the future organisation of resourced provision in mainstream schools. The Committee were also advised that the Executive Lead Member for Children's Services approved on 12 October 2006 the Communication Policy which formed the basis for the County Council's strategic development of services and provision for deaf and HI children. Approval was also given for the Children Services department to continue to develop support services for pre-school children and their families, in line with the Communication Policy.

The Executive Lead Member for Children's Services agreed that resourced provision for deaf and HI children should be developed according to the following criteria;

    1) provision which will be able to offer both auditory/oral and signed modes of communication;

    2) viability of numbers to maintain security of staffing and, wherever possible, a pupil peer group;

    3) geographical spread and accessibility;

    4) continuity between primary and secondary link schools;

    5) provision of outreach to children and young people in other schools and settings.

A consultation document was issued on 7 November 2006 which outlined reasons for consolidating resourced provision, based on size criteria. Views were invited on the proposal to consolidate resourced provision into three pyramids of linked schools, in the north, south and west of the county; and an option for the future organisation of the resourced provision. A document was issued to all County Councillors and MPs for Hampshire. The closing date for responses was 5 January 2007.

It was reported that consultation meetings were arranged in November 2006 in Basingstoke, Winchester and Fareham. The Committee were advised that in light of points raised at the first of these meetings (Basingstoke) and the representations made directly to County Council officers, an addendum to the consultation document was issued on 24 November 2006, following which an additional meeting took place in Farnborough. It was reported that this addendum offered additional options for the location of resourced provision in the north of the county, including the option of retaining provision in Basingstoke and closing provision in Farnborough.

In presenting the report the Director of Children's Services also highlighted that should a decision be taken to close any provision, transitional arrangements would be planned for children already attending the provision. In particular it was emphasised that discussions would take place with parents and professionals to consider the prime interests of any child. Wherever possible, support would be maintained to enable pupils to remain at their current school until their normal leaving date, or at least until the end of their key stage, with specialist support being provided by outreach or other appropriate services (eg. specialist teacher advisers).

In summary, the proposals to establish three pyramids of provision to serve the south, centre and north of the county would ensure a good geographical spread and accessibility as well as continuity of provision for children between primary and secondary schools. Furthermore, under the proposals provision would be integrated enabling resourced provision at schools to offer a wider range of communication modes.

Councillor Kemp-Gee speaking as Alton Rural Member and as a representative of the Parents of Medstead Primary School addressed the Committee and outlined his concerns about the proposals. In particular he stated that he was opposed to the closure of resourced provision for deaf and HI children at Medstead Primary School and was not convinced that any clear justification of the closure had been clearly set out. Reference was made to the East Hampshire sub-HAT statement which summarised why the Medstead HI unit should remain open.

Councillor Jo Kelly speaking as Aldworth and Basingstoke Central Member and as a governor of Park View Junior School addressed the Committee and outlined her reasons for opposing the closure of resource provision for deaf and HI children in Basingstoke. In particular she considered that Basingstoke was very fortunate to have this provision all on one campus. It was also pointed out that there were two other special schools in Basingstoke and many of the children at these schools also had hearing impairment and it would take time to train new staff to become aware of their issues/needs. Reference was made to the Basingstoke and Deane HAT statement which summarised why provision in Basingstoke should remain open.

David White who was in attendance at the meeting as an expert witness addressed the Committee and outlined the collective views of his teaching colleagues. In particular he made reference to the professionalism and expertise of teachers of the deaf and other specialist teachers. Furthermore he added that schools with HI units had built up over a number of years a strong ethos and practice to ensure that all children are fully included in the life of the school. It was considered that any changes to provision may result in a change of ethos. Finally he pointed out that the review had caused considerable anxiety amongst affected teaching staff and parents alike and appealed for any review to be undertaken as swiftly and sensitively as possible.

The recommendations from officers to the Executive Lead Member for Children's Services are set out below:

1 the following statutory consultations are undertaken within the preferred strategy of consolidating resourced provision for deaf and HI children into three pyramids of schools that will offer both auditory/oral and signed modes of communication, sustainable peer groups, security of staffing and outreach support to children in other schools and settings, and which are accessible to children throughout the County (the adoption of this strategy to be subject to the outcome of the following consultations);

2 statutory consultations take place with the governing bodies, staff, parents and other interested parties on detailed proposals for the closure of resourced provision for deaf and HI children at Park View Infant, Park View Junior and Woodcot Primary schools and at Aldworth Science College and The Westgate School, with effect from August 2008;

3 headteachers and governing bodies of primary schools linked to Henry Beaufort School be invited to consider developing resourced provision, to open in September 2008 (or as soon after as possible), and statutory consultations take place, as appropriate, with the governing body, staff, parents and other interested parties on detailed proposals for the establishment of resourced provision for deaf and HI children;

4 statutory consultations take place with the governing body, staff, parents and other interested parties on the proposal to close the resourced provision for deaf and HI children at Medstead Primary School with effect from August 2008, but including a proposal that appropriate support will be offered, as necessary, to the school for a limited period as part of the transition process for the implementation of the changes proposed in recommendation 3;

5 a report of the outcome of these consultations be made to the Executive Member for Children's Services.

The Committee debated in considerable detail the report and recommendations to be put before the Executive Lead Member for Children's Services on 15 February 2007. The main concerns of the Committee centred around:

    _ The development of "mixed mode" resourced provision and its suitability for deaf and HI children throughout their school life;

    _ Continuity of provision in linked primary and secondary schools and the resultant size of peer groups;

    _ Consolidating provision in three pyramids when the majority of response forms did not support this proposal;

    _ Basingstoke has the only complete pyramid of resourced provision in the county with nursery, infant, junior and secondary school provision in close vicinity to each other;

    _ The accuracy of population/housing growth, statistics, in particular the Basingstoke area.

    _ The uniqueness and quality of provision at Medstead Primary School

    _ Increased travelling distances and in particular account should be taken of the time during which children may have to be on a home school transport not just distance.

    _ Cross-border provision;

    _ The ethos and practice to ensure that all children are fully included in the life of the school.

    _ Maintaining provision in areas of greater socio-economic deprivation and for service families;

    _ Long-term security of pupils and staff ;

    _ Transitional arrangements should a decision be taken to close any provision;

    _ The level of capital resources for any new provision and the time, effort and training involved during the creation of a deaf aware school;

    _ Quality of school - resourced provision needs to be in a school which delivers a good quality education not just a good HI provision. This is important for the exercise of parental preference;

Following debate the Committee supported recommendations 1 and 3 and advised that the Executive Lead Member for Children's Services to replace recommendations 2 and 4 with the following wording;

That the Executive Member for Children's Services be advised to agree the following:

1 the following statutory consultations are undertaken within the preferred strategy of consolidating resourced provision for deaf and HI children into four pyramids of schools that will offer both auditory/oral and signed modes of communication, sustainable peer groups, security of staffing and outreach support to children in other schools and settings, and which are accessible to children throughout the County (the adoption of this strategy to be subject to the outcome of the following consultations);

2 statutory consultations take place with the governing bodies, staff, parents and other interested parties on detailed proposals for the closure of resourced provision for deaf and HI children at Woodcot Primary and The Westgate School, with effect from August 2008;

3 head teachers and governing bodies of primary schools linked to Henry Beaufort School be invited to consider developing resourced provision, to open in September 2008 (or as soon after as possible), and statutory consultations take place, as appropriate, with the governing body, staff, parents and other interested parties on detailed proposals for the establishment of resourced provision for deaf and HI children;

4 that resourced provision be maintained at Medstead Primary School until any further review of deaf and HI provision;

5 a report of the outcome of these consultations be made to the Executive Member for Children's Services.

APPENDIX A

MEDSTEAD SCHOOL DEPUTATION

CHILDREN AND YOUNG PEOPLE PRC - 13 FEBRUARY 2007

Good morning, Chairman, Members of the Committee, Ladies and Gentlemen I am Catherine Simons, a parent at of three at Medstead. This is:

- Wendy Labrosse, parent of five, two were Hearing Impaired pupils at Medstead.

- Pat Brough, Leader of Medstead Pre-School.

- Kim Griggs- parent governor

First, thank you very much for this opportunity to explain why we believe your recommendation to close Medstead Total Communication Unit should be reversed in order to meet the needs of a specific sector of Hearing Impaired children in NE Hampshire.

Your quoted reasons for proposing closure of Medstead are that it fails to meet two criteria for the review of resourced provision - it does not have a linked secondary school with resourced provision and it is not accessible to a large number of pupils because of its rural location.

The first of these is now not mentioned in your statement. We assume you do not see this as a problem. Far more important is the transition of children from 3 years into Primary school. This link at Medstead is enabling children to develop friendships, self confidence and self-esteem with their peer groups at this vital stage of development.

It is equally important to offer the choice of school based on the priorities parents themselves have for their children - the choice of an exceptional academic environment over a more local provision, for example.

It is also important to offer the choice of a small rural environment, conducive to conquering specific behavioural and emotional needs linked to hearing issues.

Removing such choices from parents, which is what would happen if Medstead were closed, would go against the government's commitment to "Every Child Matters".

It would fly in the face of your stated aim - to pay particular attention to ensuring that children with special needs and with disabilities receive all the services available to support them and enable them to achieve the best they can.

Some of you are involved in the current Joint Area Review looking for evidence, that the LEA is doing all it can to optimise its efforts for this group of children, so please listen to this.

Medstead is being chosen by parents of a particular subset of deaf and Hearing Impaired children - those who on top of deafness, have additional special needs which mean other provisions have not worked for them, or are not, considered, likely to help them thrive.

We have children whose physical and emotional needs, mean that the embedded culture of expert signing here is fundamental to their ability to learn to communicate.

Such expertise and signing culture threaded through everything in the school cannot be built up overnight, or even in three or four years. And even if another provision is built to recreate this, the success of Medstead, is much more than the sum of its parts, based on its culture as much as its expertise.

Two of my children both have deaf children in their classes, and they can see those children thriving at Medsteadban environment which offers them respect, protection, space to grow, joy and a fierce sense of belonging. My children play football, tag rugby and netball with their Hearing Impaired peers. They act in plays together. They sign together in carol concerts.

They go on trips together. These experiences are what has helped Medstead's Hearing Impaired pupils learn to communicate and build up the confidence and self esteem that will carry them through the rest of their lives.

The fulfilling peer network created here is worth far more, than anything that depends merely upon communication technique or the number of Hearing Impaired children in any one year group.

One of the 20 stated priorities in the Children and Young People Partnership is "increased access to excellent general education". Ofsted reports and SATS results show Medstead's position as academically the best performing school in North Hampshire with an Hearing Impaired unit.

Its excellent teaching should be accessible to Hearing Impaired children as well as normal hearing pupils.

We understand that Medstead is not part of a geographical equidistant triangle of Hearing Impaired units.

We also understand that you recognised the value Medstead brings as a special case and originally recommended maintaining this unit in addition to the triangle, until other units could be seen to fulfil the need Medstead fills now.

Your most recent recommendation says the decision as to whether to keep Medstead in the interim is not an obvious one either way.

We ask you please to revert to your original recommendation that it would be safer to maintain what is working in Medstead until you know for sure you can meet every child's needs elsewhere.

Whatever other options the LEA chooses, Medstead should remain - at least until a proven alternative is up and running.

Medstead offers two vital things that others do not, which some children cannot do without: expert signing within a total communication environment. An environment conducive to learning in children with very special needs.

The fact that Medstead offers something different from the model the LEA recommends is part of the reason why it should be kept - to preserve choice for those who need it.

The value of the expert signing Medstead provides should not be underestimated. There will always be children who either cannot have cochlea implants or who cannot fully exploit them and who will still need strong signing support. There is not yet any conclusive medical evidence that the number of such children will continue to decline beyond the very small sample seem so far. It is premature to act so irreversibly on such data yet.

Just last month a family visited us who are interested in their child joining our pre-school and primary school. The child was born without the aural nerve necessary for an implant. He will always need signing, and his parents, who live in Basingstoke, feel Medstead is the only school with sufficient expertise in this area.

Another child, has cochlea implants, but is thriving here because of the expert balance between signing and auditory support. Another physical medical condition he has makes purely auditory communication too intense for him. his parents chose Medstead for precisely this reason.

There will always be children who become deaf from meningitis, and they have a short window of opportunity for implants before bone structure ossifies and makes this option impossible. Such children will always need expert signing provision.

Interestingly and less well understood, children with complex special needs on top of their hearing impairment, especially behavioural needs, thrive in an environment in which signing is strongly embedded.

Medstead has several such children, all making much better progress than they could elsewhere. However, what makes Medstead unique is the combination of its Total Communication Unit with its small, caring environment. The whole school environment is vital to development of confidence and emotional well-being for all pupils, including the most vulnerable.

Parents choose Medstead precisely for its size, its rural location, the linked, same site pre-school with Hearing Impaired provision and BSL qualified staff, and for its record of establishing peer networks which continue well into working life. They choose this without hesitation over proximity to their own homes.

At least eight families chose Medstead over more local facilities at Farnborough & Basingstoke because they were convinced the communication support and environment were more suitable here. Three more children transferred to Medstead from local units which were not meeting the children's needs. Two had become troubled, and the other had fallen behind. All settled and progressed very well after the move. We could show you several examples of children who entered Medstead's pre-school unable to talk or communicate and who were consequently disruptive or isolated, who within two or three years could speak intelligibly, and whose confidence and ability to relate to others has had a dramatic effect on their academic performance.

Children can address their challenges at Medstead in a safe, consistent environment from early learning at three until 11 years. BSL trained staff working in pre-school and school manage the transition at 45 to school, at a time when communication skills are still nascent and confidence can be fragile. Such an environment optimises children's progress, and continuity at this stage is much more important than it is once communication skills and self esteem have been established, which they should have been by the time a child reaches 11.

This is borne out by what their parents are choosing.

They didn't choose an inclusive secondary because a different stage brings different needs. If distance was an issue, they wouldn't have gone to Medstead in the first place.

Parents of Hearing Impaired children have the right to retain that choice, and Hearing Impaired children have the right to the educational opportunities that choice offers them.

Decisions on future provision should focus on what will meet children's needs best, and since the majority of the cost of provision is in the teaching, with a fixed recommended ratio of pupils to teachers, the overall cost to the LEA should not be a factor in the decision as long as teaching ratios are optimal.Medstead has regularly operated at or around the optimal ratio and we are confident that demand will remain consistent or even rise were the LEA to start acknowledging Medstead as an option.

It has been suggested that were demand for Medstead to be encouraged, other units' viability would be challenged. We hope this will not have a bearing on any decisions. A school's popularity - based on quality of provision, emotional health of pupils and educational results - cannot be a reason to close it!

So, in summary:

Medstead satisfies LEA educational requirements for auditoryoral support as well as for signing, and location and lack of linked secondary cannot be compelling enough reasons to close its Total Communication Unit.

Medstead's unique provision meets the needs of some children which cannot be met anywhere else and will not be met anywhere else without many years' effort and investment. The needs of every child should be taken account ofin recommendations, and they are not currently.

The LEA should evaluate their conclusions in relation to the effect recommendations will have on parents'stated priorities for their children, which are very different from those stated by the LEA.

We understand how difficult it is to meet everyone's needs within a single system, but ask only that no decision is made to close the provision at Medstead unless, and until, an alternative is up and running, which is proven to meet the needs of those who would otherwise thrive at Medstead. We also invite everyone of you to visit our school at any time before you come to a decision to see how well it performs.

Thank you very much indeed for your attention on such a difficult issue. We appreciate your efforts to make the right decisions.