1. The Challenges Facing SEN
Lorraine Petersen
CEO - nasen
SCISS
Wednesday 29th September
2. 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
3. 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?
4. Funding
5 billion in last five years of previous
administration
Reducing Budgets
Pupil Premium
Reduction in LA support
Value for money/cost effective
5. 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
6. Ofsted Review –
A Statement is not Enough
The 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.
7. Ofsted Review - Recommendations
Assessment 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.
8. 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.
.
9. Ofsted Review - Recommendations
Evaluation 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.
10. 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 children's 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?
11. Role of SENCO
Senior leadership - status
Strategic
Relevant skills, knowledge, understanding and
attributes
Raising Standards
School Improvement
Lead Teaching and Learning
12. SEN & Service Children
Children’s Education Advisory Service (CEAS)
Service Children’s Education (SCE)
Local authorities
– Statements
– 6 weeks
– England and Wales
– On return
13. Pupil Premium
To support disadvantaged pupils
Separate specific grant
Raise attainment of disadvantaged pupils
Schools decide how spent
Pupil Premium for Service children
14. Challenges
Low expectations
Curriculum
Parental choice and voice
Financial constraints
Professional Development
Complex Needs
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