Support and Aspiration. Update on Reform of provision for children and young people with Special Educational Needs. Ann Thornber Strategic Lead SEN. A reminder: the case for change. The current system is not working for families and children:
Reform of provision for children and young people with Special Educational Needs.
Ann Thornber Strategic Lead SEN
The current system is not working for families and children:
Too many children with SEN have their needs picked up late;
Young people with SEN do less well than their peers at school
and college and are more likely to be out of education, training
and employment at 18;
Schools and colleges can focus too much on the SEN label rather than meeting the child’s needs, and the current Statements/ Learning Difficulty Assessments do not focus on life outcomes;
Too many families have to battle to find out what support is
available and in getting the help they need from education, health and social care services;
When a young person leaves school for FE, they enter a very
different system which does not carry forward the rights and
protections that exist in the SEN system in schools.
New 0-25 Education, Health and Care Plan, replacing the current system of Statements and Learning Difficulty Assessments, which reflects the child or young person’s aspirations for the future, as well as their current needs
Option of a personal budget for families and young people with a Plan, extending choice and control over their support
New statutory protections for young people aged 16 - 25 in FE and a stronger focus on preparing for adulthood.
Academies, Free Schools, Further Education and Sixth Form colleges to have the same SEN duties as maintained schools
A revised SEN Code of Practice
From 2014 the LA and CCGs will have to have a joint commission plan to understand the need for SLT, OT, physio etc and to agree how to commission this.
Involvement of children, young people and parents at the
heart of legislation, including assessments and local offers.
New requirement for LAs, health and care services to
commission services jointly, to ensure that the needs of
disabled C&YP and those with SEN are met.
A duty on health commissioners to deliver the health
elements of EHC plans.
LAs to publish a clear, transparent ‘local offer’ of services, so parents and young people can understand what is available; developed with parents and young people.
More streamlined assessment process, which integrates education, health and care services, and involves children and young people and their families.
The draft Code of Practice can be found via the DfE website:
The attachments to access this are on the right hand side of the web page
A family centred system around person centred planning
Definition of SEN remains the same.
SENCO must be a trained teacher working at the school.
Additional SEN support replaces School Action and School Action plus
Four primary areas of SEN are:
Communication and interaction
Cognition and learning
Emotional, social and behaviour development
Sensory and/or physical development
Allows the provisions to be informed and improved by the views and evidence of stakeholders, and to continue to learn from the experience of the Pathfinders
September to December 2012
Period of pre-legislative scrutiny led by the Education Select Committee
December 2012 Education Select Committee publishes a report of its findings
Children and Families Bill introduced into Parliament.
Draft Regulations and a Draft Code of Practice published for consultation, informed by pathfinder learning.
Royal Assent (subject to Parliamentary process)
Implementation of provisions (meeting original Green Paper commitment to have reforms in place by 2014)
Schools will continue to make
applications for either:
Statutory assessment for an EHC
Element 3 funding
Introduced April 2013 (before the overall SEN reforms are introduced in 2014)
0 to 25
Place plus system
Applied across all types of schools, academies, colleges, settings, alternative provision mainstream (AP) and special
Supported by clear information in the form of a local offer about high needs provision available in schools, colleges and other providers
Top up funding
DSG of £30m held by the LA now has
to be split the following way:
Delegated to schools
Ringfenced to fund statutory services
To create a centrally retained fund for pupil growth transferred to High Needs Block or Early Years Block
Pre-16 SEN and AP
Post-16 SEN and LDD
Mainstream per-student funding (as calculated by the national 16-19 funding system)
Element 1: Core education funding
Mainstream per-pupil funding (AWPU)
Base funding of £10,000 for SEN and £8,000 for AP placements, which is roughly equivalent to the level up to which a mainstream provider would have contributed to the additional support provision of a high needs pupil. Base funding is provided on the basis of planned places.
Element 2: Additional support funding
Contribution of £6,000 to additional support required by a pupil with high needs, from the notional SEN budget
Contribution of £6,000 to additional support required by a student with high needs
Element 3: Top-up funding
“Top-up” funding from the commissioner to meet the needs of each pupil or student placed in the institution
This diagram appeared as Figure 1 (p.43) of School funding reform: Next steps towards a fairer system.
Amanda Corcoran – Senior Strategy Lead : Education
19.8% population SEN
Categories of need:
Primary – MLD, BESD, SLCN
Secondary – BESD, MLD
17.1% pupils have SEN but no statement
Primary SAP – 6.0%
Secondary SAP – 6.7%
Maintain 2136 statements
478 SLD, 429 ASD, SEBD 378
1045 state funded mainstream placements
1041 special school placements– includes 105 pupils in independent provision
50 – PRU/AP
247 resource agreements
Educational Psychology (council budget)
Pre School SEN team
Outreach from special schools and PRU
Independent travel training
Speech and Language Therapy
Social Communication and Interaction team (SCAIT) – part contribution
3 secondary specialist support schools
3 primary specialist support schools
2 all through: 1 ASD and 1 PD and complex medical needs
Hospital School with commissioned services
9 specialist resourced mainstream schools – ASD
1 specialist resource school – SEBD
Federation SEBD schools – 2 day schools and 1 residential school
KS3 and 4 PRU
Increasing population including SEN
Increase in number of statements and resource agreements
Pressure on special school places
Continuing to reduce high cost independent school placements and 52 week placements
Reductions in other services supporting children with SEN
Implementing significant SEN reforms at a time of significant reductions to budgets