SEND and Disability – Headlines National Sensory Impairment Partnership (NATSIP) National Working Day André Imich SEN and Disability Division, DfE February 2011

Areas covered Where we are now The government agenda for the year ahead - The Schools White Paper 2010/ role of LA - Academies/ Free Schools - The Green Paper

Identification of SEN 1.7 million (21%) identified with SEN Between 2006 and 2010, the level of children with statements of SEN has been stable. Large increases in the levels of children being identified with SEN at School Action and School Action Plus Increases most pronounced in secondary schools. Significant level of SEN resources delegated to schools

Nos at SA+ and with SSEN

Special school placements Number of special schools pupils on roll % of pupils on roll 2010 1,054 90,760 1.1 2009 1,058 90,080 2008 1,065 89,480 2007 1,078 89,410 2006 1,105 89,390

Narrowing the Gap

Pupils with disabilities - School experiences Disabled pupils are 7 times more likely than non-disabled pupils to be excluded 47% of primary and 42% of secondary persistent absentees have SEN 80% of disabled pupils claim to have been bullied at school 10% of disabled children have a clinically significant mental health problem 15% of disabled YP are not in education, employment or training (NEET) compared with 7% non-disabled

Key reports Salt Review Bercow Report Lamb Report

Parental experience of the system ‘We met with some of the happiest parents in the country and some of the angriest. Many had children who are well-supported and making good progress. But we also met parents for whom the education system represents a battle to get the needs of their children identified and for these to be met. The crucial issue is that both experiences happen within the same system.’ (The Lamb Inquiry 2009)

Key reports Salt Review Bercow Report Lamb Report Ofsted Review 2010

The SEND review - A statement is not enough (Ofsted 2010) Assessment and identification – school level Access to and quality of provision Evaluation and accountability

The Importance of Teaching – The Schools White Paper 2010 and The Education Bill, January 2011

Still responsible for funding provision for pupils with statements Local authorities will act as the champion for vulnerable pupils in their area LA role as convenor of local services also means that they are best placed to act as the champion for vulnerable pupils in their area Continue to ensure that disabled children and those with SEN can access high-quality provision that meets their needs Still responsible for funding provision for pupils with statements Free to develop new and innovative approaches to providing services and deploying resources. Continue to act as the corporate parent for Looked After Children – key role in improving their educational attainment.

The Education Bill – Three key areas Helping teachers maintain good discipline Freedoms for schools and colleges Accountability

Academies/ Free Schools

Academy freedoms include: ability to set pay and conditions for staff; freedom from following the national curriculum; ability to change the lengths of terms and school days, and adjust timetable organisation; having greater control over school budgets; freedom to spend the money the local authority currently spends on the schools’ behalf; and increased freedom from local authority control.

Free Schools State-funded schools, set up in response to parental demand. Will be academies, which are publicly funded independent schools, free from local authority control. Can be special schools – INMSS can apply Will be accountable like other state schools via inspections and tests.

Green Paper: Children And Young People With SEN and Disabilities September 2010

The coalition programme for government – Key commitments for SEN/ vulnerable groups The Government believes that we need to reform our school system to tackle educational inequality, and to give greater powers to parents and pupils to choose a good school. We will reform league tables so that schools are able to focus on, and demonstrate, the progress of children of all abilities. We believe the most vulnerable children deserve the very highest quality of care. We will improve diagnostic assessment for schoolchildren, prevent the unnecessary closure of special schools, and remove the bias towards inclusion. We will improve the quality of vocational education, including increasing flexibility for 14-19 year olds.

Guiding principles of Green Paper Greater transparency so that parents know how their child is to be supported, what provision is available, how decisions are made and how their child is progressing; Increased involvement of parents in decision-making; More effective use of limited resources, particularly in a very tight Spending Review; Less bureaucracy to free professionals up to spend more time with children and families; High expectations of participation in society and the economy for young people with SEN; and More local solutions so that localities develop provision that makes best use of staff/ specialist resources.

Green Paper - a range of options Give parents a choice of educational settings which can meet their child’s needs. Transform the funding for children with SEN and disabilities and their families, making the system more transparent and cost-effective.   Prevent the unnecessary closure of special schools and involving parents in any decisions about the future of special schools. Support young people with SEN and disabilities post-16 to help them succeed after education. Improve diagnosis and assessment to identify children with additional needs earlier.

Priorities of Green Paper – what to achieve Better educational outcomes and life chances for C&YP with SEND - from the early years through to adult life; Better early intervention to prevent problems later; Greater choice for parents in the schools their children attend and the support and services they receive, whether in a mainstream or special school setting; Public services centred on the needs of the family and child, joining up support from education, social care and health, particularly for those with the most severe and complex needs and at key transitions; and Streamlining assessment systems so that parents don't feel they have to struggle with the system.

Green Paper - Call for Views Summary of key responses

1821 responses, from: Parent or carer 40% Local authority 14% Head teacher or teacher 9% SEN co-ordinator 5% National voluntary organisation 4% Children’s services Consultant or professionals School or college Local voluntary organisation Educational psychologist 2% Governor Academic Professional association or union 1% Parent partnership Other 1821 responses, from:

What changes could help? Statutory framework process is too bureaucratic 33% Statutory framework process is adversarial 23% Statutory framework process is not working effectively 18% Greater parental involvement needed 13% More joined-up approach between agencies and professionals 11%

How can we identify children's SEN earlier, and make sure that they get the support they need as quickly as possible? Identifying children’s needs as early as possible 40% Improved SEND training for teachers and practitioners 39% Greater involvement of parents 31% More joined-up approach between agencies & professionals 29% Faster intervention in response to children’s identified need 25% Using educational psychologists more efficiently 10%

How can we improve the processes for SEND – in schools, in assessments, and across all services – so that professionals can spend more of their time with children and their families? More joined-up approach between agencies and professionals 34% Reduce bureaucracy of processes 33% More SEN and disability training for teachers 23% More resources to support children’s needs 19% More specialist support for children and their families 16%

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? More parental involvement in choosing schools 45% Clearer information for parents on school choices 36% More joined-up approach between agencies and professionals 22% Increased availability of mainstream SEND provision 17% Increased availability of special schools

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Helping teachers maintain good discipline Gives teachers the power to search pupils for items banned under the school rules and issue same-day detentions. Better protection for teachers from false allegations by pupils. Exclusion appeal panels will be replaced by review panels, which will review decisions but will not have the power to force a school to reinstate an excluded pupil.  

Freedoms for schools and colleges Reduce bureaucratic burdens on schools by removing unnecessary legal requirements on governing bodies, teachers and local authorities Frees 'outstanding' schools and colleges from routine inspection; and Expands the Academies programme to allow 16-19 and alternative provision academies.

Focus school inspections on four core areas of: achievement, teaching, leadership and management, and behaviour and safety. Secretary of State to have the power to intervene in schools that are failing their pupils. Five arm’s length bodies to be abolished, inc QCDA, TDA, and YPLA. Many of their activities will end; DfE will take on some functions – such as fair funding and the barring of teachers.

Local Authority Central Spend Equivalent Grant (LACSEG) Academies DO NOT receive a share of local authorities funding in the following areas: educational psychology services; SEN administration, assessment and co-ordination; parent partnership services, guidance and information; monitoring SEN provision; SEN transport; support for inclusion between mainstream & special, and PRUs, education out of schools and excluded pupils.  

Academies DO receive a share of funding which is for: centrally provided SEN support services; behaviour support services; therapies and other health related services; and education and welfare services.