Creating great SEND provision through school to school collaboration David Bartram

Objectives The workshop will provide participants with: A national overview of the current SEND context and population in English schools An opportunity to self-evaluate their current SEND provision against a national framework. Provide practical examples of how schools have worked together to develop effective peer review in the area of SEND.

2.8% Pupils with SEND eligible for Pupil Premium Adults with learning difficulties in full-time or part-time education Pupils educated in state-funded and non-maintained special schools Girls with special educational needs Boys in custody with an identified speech and language need Pupils with an EHCP or Statements of SEND Overall % of pupils with SEND in English schools 14.4% 34% 60% 30% 6% 1.3%

Understanding the national context The number of pupils with special educational needs (SEN) has increased from 1,228,785 in January 2016 to 1,244,255 in January 2017. While this is the first annual increase since 2010, the percentage of pupils with special educational needs remains stable at 14.4%, unchanged since January 2016, following a fall from 15.4% in January 2015.

Primary Need In primary, the most common need is SLCN (29%) and secondary MLD (24%). 21% in secondary have SpLD. Autistic Spectrum Disorder is the most prevalent primary type of need for boys with a statement or EHC plan. 31.1% of boys with a statement or EHC plan have this primary type of need, compared with 15.7% of girls. Speech, Language and Communication needs was the most prevalent primary type of need among boys with SEN support (23.4%), compared with 19.3% of girls. The most prevalent primary type of need among girls with a statement or EHC plan is Severe Learning Difficulty. 16.7% of girls have this primary type of need, compared to 11.5% of boys in January 2017. Moderate Learning difficulty was the most prevalent primary type of need among girls with SEN support (28.7%), compared with 23.3% of boys. There is some variation among age groups for primary type of need. 62.5% of 3 year-olds on SEN support have a primary type of need of Speech Language and Communication needs. This reduces to 13.7% of 10 year-olds and 7.8% of 15 year-olds. Specific Learning Difficulty is more prevalent in secondary aged pupils with SEN support than primary aged pupils. 26.0% of 15 year olds on SEN support had this primary type of need compared with 10.4% of 7 year olds. The difference between age groups is less distinct for pupils with a statement or EHC plan, however Moderate Learning Difficulty and Social Emotional and Mental Health are both more prevalent in older pupils. Autistic Spectrum disorder is the most prevalent primary type of need across ages 4 to 18 for those pupils with a statement or EHC plan. This is highest at age 4, with 35.2%.

SEN support by age and gender Special educational needs remain more prevalent in boys than girls in January 2017: 14.6% of boys were on SEN support compared to 8.1% of girls. There is little change from January 2016 when 14.7% of boys and 8.2% of girls were on SEN support. 4.0% of boys have a statement or EHC plan in January 2017, unchanged from January 2016. 1.6% of girls have a statement or EHC plan in January 2017; this has increased slightly from 1.5% of girls in January 2016. SEN support is most prevalent among 10 year-olds. This is consistent with previous years. 14.5% of 10 year-old pupils were on SEN support in January 2017

Statement / EHC plan by age and gender 4.0% of boys have a statement or EHC plan in January 2017, unchanged from January 2016. 1.6% of girls have a statement or EHC plan in January 2017; this has increased slightly from 1.5% of girls in January 2016. Statements or EHC plans are most prevalent at age 15, where 3.8% of pupils have a statement or EHC plan in January 2017.

The attainment gap between pupils with SEN compared to pupils with no identified SEN remains the largest gap of all characteristics groups: pupils with SEN perform significantly worse than pupils with no identified SEN across all headline measures of attainment. The average Attainment 8 score per pupil with SEN was 31.2, compared to 53.2 for pupils with no identified SEN. Pupils with a statement of SEN or EHC plan had lower attainment and progress scores than those with SEN support, with average Attainment 8 scores of 17.0 and 36.2 respectively, and average Progress 8 scores of -1.03 (+/-0.01) and -0.38 (+/-0.01) respectively.

Identifying when schools would benefit from a review: Image from the LLS SEND Review Guide

Reflecting on provision RAG rate 2 sections of the guidance. Discussion activity Image from the LLS SEND Review Guide

Planning the day What evidence would you want to see in order to formulate a view on the quality of provision? Image from the LLS SEND Review Guide

Critical success factors for effective system-wide school collaboration 1. The purpose of collaboration must be to improve outcomes. 2. Every partnership must be founded on a clearly articulated shared moral purpose. 3. Transparency, trust and honesty are both crucial and a professional obligation. 4. A commitment to and capacity for effective peer review. 5. Peer review needs to be carried out within a long-term relationship. 6. The partnership must grow over time. 7. The partnership must not be bound by the commitment of individuals. 8. Partnerships should not be isolated but should welcome scrutiny and support from other partnerships. Munby and Fullan

Coach SEN Leader The Approach… Coaches a mixture of local leaders of SEND and experienced system leaders from outside Portsmouth.

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Coach SEN Leader  Regional Conference

Illustrative quotes from participants in the SEND peer review pilot study “Teachers feel more confident now that with the nature of the students we’ve got. They are more confident in meeting their needs.” “I think we’ve opened up more dialogue with staff, building our confidence to get things done.” “I feel we are talking on a mutually respectful level. Our conversations are invaluable. They give me and others a lot of insider knowledge, and the encouragement to move things forward.” “Pupils with some of the most significant needs are making definite progress…socially and with their learning. We are excited about outcomes…it is the measurable evidence we want to have to show that what we are doing here is beginning to work.” The evaluation should be available in the next couple of weeks, and we’ve been really encouraged by the comments of schools, some of which I have shared here. But one of the benefits of peer review that we’ve not covered, is the impact that it has on the reviewers themselves. There are many people far more knowledgeable on SEN in this room than myself. But the vast majority of what I’ve learnt, has been what Ive learned from other schools. So our model is built on the premise that more people should have this opportunity. So I’d like to share a short video of the difference this has made to the individuals and schools that have been delivering the support, not necessarily receiving it:

Your role In my Christmas concert 2017, we had to sing ‘Just Another Star to Light the Sky!’ but I imagined to be singing ‘Mr Dickenson to Light the Sky!’ because he made all this happen. He is the Headteacher. Alexander, SEND Resource Unit, Age 11

Creating great SEND provision through school to school collaboration David Bartram