Every School A Good School:The Way Forward for

SEN and Inclusion

Presentation to Annual Conference for Principals of Special Schools

Dorothy Angus22 April 2010

Setting the Context

• Set within a strategic context and vision• The whole child/whole school approach• Capacity building• Multi-sectoral and multi-discipline interface• Extensive pre-consultation, followed by

formal consultation• Wide-ranging, high level proposals

Equality Impact Assessment

2006/07 - Qualification of School Leavers by SEN 2006/07 as a Percentage

 Without

SENSEN

Stages 1 & 2SEN

Stage 3SEN

Stage 4 & 5

Boy Girl Boy Girl Boy Girl Boy Girl

Percentage 5 or more GCSE Grades A*-C or higher qualification (inc Equivalent qualifications) 66.1 76 20.6 29.9 20.1 23.6 12.2 20.5

Equality Impact Assessment

2006/07 - Qualification of School Leavers by SEN 2006/07 as a Percentage

  Without SENSEN

Stages 1 & 2SEN

Stage 3SEN

Stage 4 & 5

  Boy Girl Boy Girl Boy Girl Boy Girl

Percentage with no GCSE's 2.7 1.7 12 5.6 27.2 20.9 30.3 20.5

Setting the Context

• Set within a strategic context and vision• The whole child/whole school approach• Capacity building• Multi-sectoral and multi-discipline interface• Extensive pre-consultation, followed by

formal consultation• Wide-ranging, high level proposals

Policy Development Stage

• Steering Group with 3 Advisory Groups

• Informed by engagement with a cross-section of stakeholders

• Equality Impact Assessment (EQIA)

Why change is needed• Inconsistencies and delays in assessment and provision• Increasing numbers of children with SEN, with statements and

with significant needs– 4.1% of school population (13,567 children) with SEN

statements (51% increase since 2000)– 19.2% of school population (63,100 children) on the SEN

register– 69.3% of children with statements in mainstream classes or

units attached to mainstream schools

• Mounting pressures on parents, teachers, schools and ELBs• Schools seeking external supports for 35.6% of SEN children

in mainstream schools

Background Facts2008/09• £202m to support SEN • £23m (additional to £202m) to support non-SEN barriers to

learning 2007/08• 5,665 newcomer children with English as an additional

language (18% on SEN register)• 1002 looked after children (58% on SEN register)• 918 Forces children (16.7% on SEN register) • 822 Traveller children (50% on SEN register)• 1,500 post-primary pupils permanently out of school each year.• At least 25% of school population has some kind of barrier to

learning, including SEN

Key considerations of the Review

• Address early identification and intervention• Ensure consistency of assessment and provision• Effectively optimise resources• Develop opportunities for greater collaboration• Disseminate existing good practice• Ensure needs of all SEN pupils, including those in

mainstream, are effectively met• Ensure all schools equipped to recognise and deal with

diversity

Key themes of the proposals

• Overarching, inclusive framework aimed at raising standards and outcomes for all

• Inclusive model of a continuum of provision for a diversity of need - in different educational settings

• Reduction or removal of barriers to learning faced by many children

• Focus on early identification and intervention – the right support at the right time

Key themes of the proposals

• Capacity building• Pre-school SEN assessment and provision• Consistency of provision• Enhanced role of schools• Dissemination of existing good practice and

collaborative working• Improved multi-disciplinary and multi-agency working• Funding, outcomes and accountability

Additional Educational Needs Concept

• Aims to ensure that each child and young person facing a barrier to learning has a fair and equal chance

• ‘Additional educational needs’ is a concept • Provides an overarching, inclusive framework, which recognises

the challenges and overlapping barriers to learning faced by many children

• Recognises the challenges faced by teachers• Places the child firmly at the centre of the inclusive framework• Examines the combination of barriers to learning, rather than

individual barriers in isolation - intends to complement and support SEN, but not redefine SEN

Early Identification and Intervention

• Not just in pre-school or primary one• Children and young people facing barriers to

learning should be identified as quickly as possible, regardless of age

• Appropriate and timely educational support should be provided

• All support programmes need to be monitored regularly

Multi-disciplinary Groups (MGs)

• Provide advice to teachers and schools• Encourage the dissemination of existing good practice

and collaborative working across schools and professionals

• Consider the level and effectiveness of support provided by schools for children facing barriers to learning

• Evaluate and determine the next steps for those children requiring multi-disciplinary support over and above that which the school can provide

Next Steps

• Consultation period ran to 31 January 2010. • Development of capacity building programme • Summary of consultation responses prepared• Analysis of the responses undertaken• Policy proposals carefully reviewed in light of analysis • Consideration of proposals to be taken forward• Development of a pre-implementation plan – possible

testing of practical out-workings of accepted proposals