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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:

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support and aspiration

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
A reminder: the case for change

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.

legislation key highlights from sept 2014
Legislation - key highlights. From Sept 2014

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.

legislation key highlights continued
Legislation - key highlights continued.

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 sen code of practice
The SEN Code of Practice

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

timetable for legislative reform indicative
Timetable for legislative reform (indicative)

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

Early 2013

Children and Families Bill introduced into Parliament.

Early 2013

Draft Regulations and a Draft Code of Practice published for consultation, informed by pathfinder learning.

Spring 2014

Royal Assent (subject to Parliamentary process)

September 2014

Implementation of provisions (meeting original Green Paper commitment to have reforms in place by 2014)

  • From now until Enactment:
  • 1996 Education Act and current Code of Practice still applies
  • Transition arrangements will be clarified by DfE
applying for funding
Applying for funding

Schools will continue to make

applications for either:

Statutory assessment for an EHC


Element 3 funding

funding reforms
Funding reforms

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

centrally retained dsg
Centrally retained DSG

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

overview reform of high needs funding
Overview: Reform of high needs funding

Pre-16 SEN and AP

Post-16 SEN and LDD

Mainstream settings

Specialist settings

All settings

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.

manchester context 2013

Manchester context2013

Amanda Corcoran – Senior Strategy Lead : Education

sen in manchester plasc 2013
SEN in Manchester –PLASC 2013

19.8% population SEN

Secondary 21%

Primary 17.2%

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%

sen high needs headline data
SEN high needs – headline data

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

sen schools and services funded from high needs block
SEN – schools and services funded from high needs block

Commissioned Services

Educational Psychology (council budget)

Sensory Service

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

Special schools

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

key issues challenges
Key issues/challenges

Increasing population including SEN

Increase in number of statements and resource agreements

Pressure on special school places

Early years

Post 16

Continuing to reduce high cost independent school placements and 52 week placements

Reductions in other services supporting children with SEN

Health provision

Implementing significant SEN reforms at a time of significant reductions to budgets