Since May a great deal has stopped – in limbo Academies Bill – protect the rights of children with SENFunding from LA to academies reduced central potOfsted Review – SeptemberSEN Review – Green Paper in Autumn Term – Sarah TeatherClosures – Becta – Home access, Assistive Technology, SENCO ForumQCDA – P Scales & APP – Primary Curriculum – Early Years Foundation StageNational Strategies – IDP + TDA – Specialist Teachers halved – funding for SENCO Accred.ECM – not been mentioned
Mobility – local authorities should work with schools to ensure that the mobility of service children does not prevent provisionOld LA duty to transfer the statement to new authority and new authority must arrange provision – this can be set in motion as soon as a transfer is known and paperwork can be sent aheadWithin six weeks of formal transfer the new LA must inform parents that they have received the statement and whether they are going to do another assessment and a date for reviewOnly applies to England and Wales – Scotland NI and overseas – statement ceases to exist but still need to pass infoOn return – whole process begins again – GREEN PAPER responseIf returning from overseas must take into account summaries of need drawn up by SCE – as process can take so long LA must act reasonably School Action & School Action + - where school knows that a child with SEN is returning – school make best endeavours – contact CEAS for supportCEAS – parents should register with CEAS if their child has SEN – work with schools and LAs to support the transition both home and abroad – MoD regulations require Service parents School Action + or satements to register with CEASSchool Children’s Education –providing education overseas – very important that the SEN information is passed to SCE who will seek to maintain the provision – need to get LA to disclose statement to SCE prior to move
The Challenges Facing SEN Lorraine Petersen CEO - nasen SCISS Wednesday 29th September
National statistics 2.7% of pupils across all schools have a statement – 54.9% Mainstream – 38.1% Maintained Special School – 4.3% Independent School – 2.0% Non – Maintained Special School – 0.8% Pupil Referral Units 18.2% of pupils identified as having SEN (School Action and School Action Plus) with no statement DCSF First Release – National Statistics January 2010
Era of Change New coalition government Impact of Academies Bill SEN Review – Ofsted Green Paper – DfE Closure of Becta, QCDA, National Strategies Loss of BSF programme Reduction within TDA – HLTA funding Every Child Matters – or do they?
Funding 5 billion in last five years of previous administration Reducing Budgets Pupil Premium Reduction in LA support Value for money/cost effective
Workforce Every teacher is a teacher of children with special educational needs Training and professional development Effective use of support staff Role of the SENCO Leadership & Governors
Ofsted Review –A Statement is not EnoughThe key implication of these findings is that any further changes to the system should focus not on tightening the processes of prescribing entitlement to services but, rather, on: improving the quality of assessment ensuring that where additional support is provided, it is effective improving teaching and pastoral support early on so that additional provision is not needed later developing specialist provision and services strategically so that they are available to maintained and independent schools, academies and colleges simplifying legislation so that the system is clearer for parents, schools and other education and training providers ensuring that schools do not identify pupils as having special educational needs when they simply need better teaching ensuring that accountability for those providing services focuses on the outcomes for the children and young people concerned.
Ofsted Review - RecommendationsAssessment and identification Any further changes to improve the system of assessment should focus on quality and improving outcomes for learners. Local areas should consider using the same assessment system across all services for all children and young people who are likely to need additional support from more than one service. The system of assessment and identification needs to avoid raising parental expectations unfairly about the level of available funding and range of provision. Schools should stop identifying pupils as having special educational needs when they simply need better teaching and pastoral support. When a child or young person is underachieving, the school or setting should begin by analysing the effectiveness of its generic teaching and systems for support before deciding that she or he has special educational needs.
Ofsted Review - Recommendations Access to and quality of provision The first priority for all children should be good teaching and learning and good pastoral support. Early years providers, schools and colleges should be able to meet a wider range of additional needs as a matter of course, and their main funding should reflect local levels of need accordingly. Access to additional services should not always depend on a formal process of assessment or medical diagnosis. Specific rights to additional provision, enshrined in law, should apply only to disabled children and young people where the Disability Discrimination Act applies. Where young people are protected by the Disability Discrimination Act, their rights to additional provision should not depend, as they do at present, on where they are being educated. In particular, young people aged between 16 and 19 should have similar entitlements, whether they are at school or college. The Disability Discrimination Act will be superseded by the Equality Act 2010 but the duties remain. .
Ofsted Review - RecommendationsEvaluation and accountability Evaluation should focus on the outcomes desired for and achieved by children and young people with additional needs. It should not focus only on whether they have received the services prescribed. Schools and other services should give urgent attention to improving the quality of their evaluation of additional provision. Similar considerations apply to post ̶ 16 providers in relation to young people with complex needs. Good evaluation requires systems that track progress securely towards planned outcomes and information that is used rigorously and regularly to evaluate the impact of interventions. School and national performance indicators should include the data that is now collected on the progress and outcomes of children and young people working below Level 1 of the National Curriculum. Schools should not be the only organisations held to account legally for the outcomes of children and young people with special educational needs and disabilities. All the services involved in any common assessment should be bound equally by its terms. The Code of Practice for Special Educational Needs and its statutory basis should be reviewed to reflect these recommendations across relevant departments. Any further changes to legislation or guidance should not simply add to the current arrangements but, rather, should simplify them and improve their consistency across different services and for children of different ages and levels of need.
Green paper - Questions(1) Are the SEN and disability statutory frameworks - including the SEN statementing process - helping children and young people to get what they need? If not, what changes could help?(2) How can we identify childrens special educational needs earlier, and make sure that they get the support they need as quickly as possible?(3) How can we improve the processes for special educational needs and disability - in schools, in assessments, and across all services - so that professionals can spend more of their time with children and their families?(4) How can we ensure all schools and colleges have high expectations for children and young people with special educational needs and disabilities, and help young people to develop the skills for employment and their future potential and contribution to society?(5) How can we improve the choices of schools and services available to parents and improve opportunities for them to be involved in decisions that affect their family?(6) How can we improve the transition from school to adult life for young people with special educational needs and disabilities and the support provided for their families throughout?
Role of SENCO Senior leadership - status Strategic Relevant skills, knowledge, understanding and attributes Raising Standards School Improvement Lead Teaching and Learning
SEN & Service Children Children’s Education Advisory Service (CEAS) Service Children’s Education (SCE) Local authorities – Statements – 6 weeks – England and Wales – On return
Pupil Premium To support disadvantaged pupils Separate specific grant Raise attainment of disadvantaged pupils Schools decide how spent Pupil Premium for Service children
Challenges Low expectations Curriculum Parental choice and voice Financial constraints Professional Development Complex Needs