Care for children and young people with special education needs or disabilities (SEND) in Reading is improving, although issues remain, according to inspectors.

An Ofsted and Care Quality Commission SEND inspection took place from June 21-25.

The report found leaders across the area have worked together to improve the support children receive and address areas of weakness.

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But concerns remain over wait times for autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) assessments.

Deborah Glassbrook, executive director of children’s services in Reading, said: “I am delighted inspectors expressed confidence in the leadership in Reading and recognised the willingness to continue to improve services for children and young people with SEND.

“The report gives a clear demonstration of how our different services and organisations are working well together to deliver the best possible outcomes for children and young people in Reading. “

Reading Chronicle: PICTURED: Deborah GlassbrookPICTURED: Deborah Glassbrook

Inspectors said the actions taken so far show the determination of leaders to make Reading a good place to be for children and young people with SEND.

They added: “Improvements to services are planned and delivered in genuine partnership, with parents and young people included as standard.”

Concern over waiting times

However, inspectors said there is more to do, “most notably to reduce the long waiting times some children must endure while waiting for an assessment for ASD or ADHD”.

Some children have been waiting over two years for an ASD appointment or over three years for an ADHD appointment.

Addressing parents’ concerns and meeting needs

Other positives about leadership in Reading included:

  • Leaders have an accurate understanding of how well the area comes together to meet the needs of children and young people with SEND
  • They recognise concerns of parents and have plans underway to address the issues that worry parents most, such as the availability of specialist school places
  • They are aware that they need to improve the way that they communicate with parents and want to ensure parents are fully informed of the actions being taken to strengthen the care and support available for those with SEND.

Joint working

The report also found leaders are increasing their attention on children and young people who receive support from more than one service, for example children looked after with SEND, leading to stronger joint working between professionals for many individuals with complex needs.

This has enabled greater protective support for these potentially vulnerable children and young people.

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Effective joint working was also found in work to ensure the requirements of an education, health and care (EHC) plan can be met if parents choose elective home education.

However, inspectors found this joint working was less evident for the very youngest children and said: “It is important that this joint working now spreads to include the very youngest children in Reading”.

School and nursery places

The report found quick action has been taken when issues arise that affect children and young people with SEND.

For example, three years ago there were concerns young children with SEND were remaining in early years settings because there were insufficient suitable places in schools.

More places have now been created as part of a wider plan to increase specialist school places, including 40 part-time places in early years provision so that young children with complex needs have an appropriate nursery school place.