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Reforms for Inclusive Education in Wales: A Comprehensive Approach**

This document outlines the recommendations for changing Wales' statutory assessment system to enhance inclusive education. It emphasizes the need for holistic, individual assessments and early intervention, ensuring that all learners, including those with special educational needs (ALN), receive a high-quality and balanced education. Key rights, principles, and outcomes aim to improve learner participation, parental confidence, and effective partnerships among agencies, with clear strategies for managing complex and less complex needs through improved planning, resources, and training.

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Reforms for Inclusive Education in Wales: A Comprehensive Approach**

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  1. Statements or Something Better?Direction of Change

  2. Recommendation by ESTYN, Audit Commission, CEA WAG Task Group: Statutory Assessment - Options for change ELLS Committee Policy Review: - Consult & build consensus. - Seek to make legislative change in Wales. - ALN to replace SEN Preliminary consultation in 2 phases. LCO secured (2007) Background to statutory reform

  3. Key Rights & Principles • UN Rights of the child (Rights to Action) • Inclusive education • High quality broad & balanced education • Able to make good progress towards potential • Holistic individual assessments & planning • Early identification & intervention • LAC needs recognised • Ethnic & cultural needs recognised

  4. Intended outcomes of reforms • A more inclusive education system. • Improved outcomes & well-being. • Improved participation of learners. • Increased trust & confidence of parents. • Greater consistency of outcomes. • Better partnerships between agencies • Better partnership with parents/carers. • More efficient use of resources

  5. Strategic Priorities • Improving consistency & quality • Modernising systems

  6. NHS Parallels • Reducing harm & • Unjustified variation. • Targeting: • Right person • Right Place • Right Time • Every Time

  7. New more flexible systems • Severe & complex needs • Less complex needs • Individual Development Plans • Support and disagreement resolution • Early intervention • Transition to adulthood

  8. Severe & complex needs • Holistic view of learner’s needs • Multi-agency assessment, planning and provision • Team around child & key working • Early Support • Individual development plan • Improved transition to adulthood • Birth to 25

  9. Less complex needs • Flexible school-based system • Less bureaucracy • Individual development plan • Improved quality assurance • Entitlement protection • Team around the child / family / school where needed.

  10. Individual development plans • Single plan for child / young person • Common format • Person centred planning • Involvement of learner & parents • Action planning approach • Key-working where needed • Flexible processes & IT system

  11. Parent support, advocacy & complaints • Strong emphasis on information, advice, advocacy & mediation. • Parent support networks • School & LA disagreement resolution procedures • Open & flexible process & tight timescales • Last resort to ALN tribunal • Extended access to tribunal

  12. Quality assurance • Securing the right provision • ALN quality assurance system: • Tracking pupils • Monitoring funding • Assessing quality • Inclusive Schools Profile

  13. Building capacity • LA strategic role • School action plans • Professional development • Defined Provision Pathways • Team around the school. • Role of special schools • Web based resources & networks

  14. Leadership & Management • Training for leaders & managers • Self-evaluation audit materials • Improved accountability • Mandatory ALNCo training • Regulation on ALNCo role

  15. Immediate Priorities • Regional planning • Building multi-agency consensus • Multi-agency assessment & planning • Team around the child, family and school • Early Support • Quality Assurance System

  16. Pilot schemes: • Quality Assurance: Flintshire Caerphilly • Complex needs: Carmarthenshire Torfaen • Non-complex: Pembrokeshire Bridgend Torfaen • ALNCo: Cardiff & Newport

  17. Quality Assurance & Evaluation • Action Research project • Central co-ordination • Pilot Management Boards • WAG task group monitoring

  18. Other reform developments • Early Support • Transition Key-worker pilots • Behaviour & attendance pilots • Post-16 Funding Review • Right of Appeal for the child pilot • Unlocking the potential of special schools

  19. Process of reform • Continuing to build a consensus with all stakeholders • On-going evaluation • Review of powers • Formal consultation 2012 • Legislation – target 2013 • Phased implementation

  20. “Sustainable improvement is not achieved through piecemeal change. Real and lasting improvement occurs when elements identified as instrumental to desired improvement are addressed simultaneously and in a way that they complement and support one another” School Effectiveness Framework 2008

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