These ‘Take 5’ or ‘Take 3’ or ‘Take 6’ were developed by the Primary SDS Cohort at The University of Wolverhampton (2018 – 2019), following some teaching sessions on SEND as part of their course, to state some key facts about some areas of SEND policy.

They may be useful for another group of students to use, and they could be added to…

SEND Code of Practice

1. The Code of Practice refers to Part 3 of the Children and Families Act 2014 and associated regulations.
2. The SEND code of practice applies to young people from the age of 0-25
3. The 4 areas of need are:
   • Communication and interaction
   • Cognition and learning
   • Social, mental and emotional health
   • Sensory and/or physical

SEND identification

1. Referrals to specialists are made if the school have tried their best to support the needs of the child.
2. Before referrals are made, parents need to be informed.
3. If the support of specialists is agreed, parents’ permission is needed.
4. Specialist Professionals work with the child to give recommendations for their needs to be supported fully.
5. Changes are then recommended by professionals and the school with the parents. If the needs are more complex and require provision that the school cannot meet, school will assist making an application for EHCP.

 

　The Role of the SENCO

1. Supporting the identification of children with special educational needs
2. Co-ordinating provision for children with SEN
3. Liaising with parents of children with SEND
4. Liaising with other providers, outside agencies, educational psychologists and external agencies
5. Ensuring that the school keeps the records of all pupils with SEN up to date

 

Teaching Assistants

1. Not all SEND students require a teaching assistant. In mainstream settings, most SEND students are supported by the teaching assistant
2. Teaching assistants in mainstream schools are sometimes utilised by providing interventions for SEND students.
3. Teaching assistants should be directed by the teacher and should always be overseen by the teacher.
4. Researchers found a number of reasons behind why pupils were not making progress and are at great pains to make it clear that TAs themselves are not at fault. In fact, they went as far as stating that schools would not be able to function without them. The problem lies with how TAs are trained and deployed.
5. An EHCP could secure some to one-to-one support from a teaching assistant (TA), if it named in the plan.

 

　Local offer

1. Has 2 key purposes a)provide information about available provision and b) to make provision more responsive to local needs.

2. Are expected to be available to SEND children and people

3. LA must publish information that is up to date

4. Prepares people to be independent and for adulthood.

5. LA wanted to develop a system that lets professionals innovate and use their judgement to work together.

Early Years

1. Early Years Providers are required to have regard to the SEN Code of Practice.
2. All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities.
3. When a setting identifies a child as having SEN they must work in partnership with parents to establish the support the child needs.

 

School Responsibility

1. Every school is required to meet the SEN of the children and young people that they support.
2. Schools must use their best endeavours to ensure that the necessary provision is made for any individual who has SEND
3. The SENCO or another member of staff must inform parents when they are making special educational provision and ensure that all children and young people engage in activities alongside their peers.
4. A School should designate a qualified teacher to be the SENCO

 

DfE Statistics

1. Decrease of children with SEND in mainstream schools from 2007 (790,695) to 2018 (650,455) During the same time period 2007, 38% with a SEN were in special education schools. By 2018, 45% with SEN were in Special schools.
2. This correlates directly with Ofsted announcement that a statement (now known as ECHP was not enough for categorisation as a child with SEND).
3. Jan 2018-49,070 boys with ECHP, 17,719 girls with ECHP
4. The number of fixed inclusions across all state-funded schools has increased from 339,360 in 2015/16 to 381,865 in 2016/17.
5. Additionally, in 2016/17, special schools had the largest percentage of fixed period exclusions at 13.03% compared to state primary at 1.3% and state secondary at 9.4%.

School & EY Support

1. Children under 5 will receive a written progress report when the child is 2 years old, a health check for children aged between 2 and 3, and a written assessment in the summer term of the first year of Primary school, which are early steps for identifying SEND
2. Early years have access to a local area SENCo, who will offer support and advice on how best to include children in learning, and any next steps that may need to be put in place.
3. The SENCo will help to co-ordinate support in schools, which may include observing children’s behaviours, getting children to work in smaller groups or with TA support, help with taking part in class activities, and support with physical/personal care difficulties.
4. The Local Authority will also offer support to schools in various forms　　- targeted services such as　educational psychologists and　mental health services.
5. If a child needs more support than the school is able to provide, then and EHC will be put in place and this will enable them to access the curriculum as well as specialist support and provision.

 

EHC plans

They were introduced in 2014 by the children’s and families act and they replaced statements.
EHC plans are in effect until the child/young person reaches the age of 25, provided they need to be in education, although this does not apply for university students.
The primary purpose is to summarise the difficulties a child may face and to outline specific provision.
2.9 per cent of the total pupil population had a statement of SEN or an education, health and care (EHC) plan.
SEN Support is most prevalent among 10-year-olds. The statistics show that 14.6 per cent of 10-year-olds have SEN support. This reduces to 12.5 per cent of 11–year-olds and continues to decline as age increases.

　Special Schools

1. Every child needs an EHCP
2. Special schools can be maintained (Funded and controlled by the local education authority), academies (independent state-funded schools) or independent (fee-paying schools)
3. Maintained schools have to follow the National Curriculum, but it can be limited as reasonable adjustments are made
4. Provide　a wide range of interventions including therapists, physiotherapists, specialist swimming teacher, Makaton, Picture Exchange Communication System
5. 2% of school-age children attend a special school
6. Class sizes are smaller. There is a higher staff ratio due to additional needs, but doesn’t necessarily mean that children receive 1:1 support

 

　OFSTED

 

Ofsted does not make a separate judgement about schools’ special educational needs (SEN) provision. Instead, SEN provision is inspected as part of the whole-school inspection.

Inspectors must take account of the learning and progress across different groups of pupils currently on the role of the school. This includes disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able.

Paragraph 141 of Ofsted’s　School Inspection Handbook says that before making their final judgement on a school’s overall effectiveness, inspectors must evaluate “the extent to which the education provided by the school meets the needs of the range of pupils at the school”, including pupils with disabilities and pupils with SEN.

Paragraph 155 of the School Inspection Handbook, linked to above, explains that when judging the effectiveness of leadership and management:

1. Inspectors will report on the achievement of pupils who have SEN and/or disabilities.
2. This includes reporting on the pupils in any specialist resource provision managed by the governing body and the extent to which the education the school provides meets the needs of these pupils.

Paragraph 177 explains that when judging personal development, behaviour and welfare, inspectors will look at a small sample of case studies to evaluate the experience of particular individuals and groups. This may include case studies about pupils with disabilities and pupils with SEN.

When judging outcomes for pupils, paragraphs 193 to 195 say inspectors will:

1. Consider the progress of pupils with SEN and/or disabilities in relation to the progress of pupils nationally with similar starting points
2. Examine the impact of funded support for them on removing any differences in progress and attainment. The expectation is that the identification of SEN leads to additional or different arrangements being made and a consequent improvement in progress
3. Consider whether any differences exist between the progress and attainment of pupils in resource-based provision and those with similar starting points who have SEN and/or disabilities in the main school. Inspectors will report on any differences and the reasons
4. When considering any whole-school published data on progress and attainment, take into account the impact that a large number of pupils in resource-based provision might have on these figures
5. For groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, base the judgement on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages and any assessment measures the school holds. Evaluations should not take account of their attainment compared with that of all other pupils.

Pupils with SEN are also mentioned in the grade descriptors for the effectiveness of early years provision, found on pages 67-69 of the inspection handbook.

Ofsted found that Disabled pupils and those with Special Educational Needs made the best progress when:

1. 1. 1. There were high aspirations for the achievement of all pupils.
      2. Teaching and learning for all pupils was good or better.
      3. Provision was based on careful analysis of need, close monitoring of each individual’s progress and a shared perception of desired outcomes.
      4. Regular evaluation of the effectiveness of the provision at all levels took place.
      5. Swift changes were made to the provision as a result of evaluating outcomes and well-being.

References

https://schoolleaders.thekeysupport.com/school-evaluation-and-improvement/inspection/whole-school-inspection-criteria/ofsted-inspection-of-special-educational-needs-sen-provision/

http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=2ahUKEwiHuLTW95LgAhUTD2MBHUWYD4YQFjADegQIBxAC&url=http%3A%2F%2Fwww.nasen.org.uk%2Futilities%2Fdownload.6CEC715B-1896-428B-A20C0CA2F7B42E98.html&usg=AOvVaw1N5KJNVYQQs2IYa3-0MLLs