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Education and policy – in the context of SEN and Disability and Visual Impairment

Education and policy – in the context of SEN and Disability and Visual Impairment. Institute of Education 6 th January 2011 Lindsey Rousseau (Children’s Services consultant/ NatSIP facilitator www.natsip.org.uk ). Low expectations?. Culture of low expectations for c&yp with SEND?

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Education and policy – in the context of SEN and Disability and Visual Impairment

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  1. Education and policy – in the context of SEN and Disability and Visual Impairment Institute of Education 6th January 2011 Lindsey Rousseau (Children’s Services consultant/NatSIP facilitator www.natsip.org.uk)

  2. Low expectations? Culture of low expectations for c&yp with SEND? Classroom teachers in mainstream lacking skills and training to identify and meet needs?

  3. Context and legislation • Policy framework DfE Special Educational Needs SEN (until May 2010 Every Child Matters programme/Children’s Services) • 2004 Labour government strategy: RemovingBarriers to Achievement. Programme of action; raising pupil expectations and achievement by developing teacher’s skills and strategies. 'all teachers are SEN teachers’

  4. 'all teachers are SEN teachers’ Vision impairment? a child who has developed low vision should, therefore, be appropriately assessed and their needs met in a mainstream school; any impact on his or her attainment should therefore be minimized with the provision of specialist support, accessible materials and physical adaptations. ???

  5. Context and legislation - OfSTED • 2008 OfSTED report: newly qualified teachers ill prepared to meet needs of pupils with SEND • New framework for inspection September 2009 • Equality and diversity • Self evaluation framework (S E F ) • Limiting factors Implications for QTVI and services?

  6. Context and legislation - OfSTED • September 2010: SEND review – a statement is not enough (the legislative framework) • 22 LAs (May 2009 – March 2010) with focus on expectations of pupil’s potential; • “SEN” used too widely • Roles of support staff not planned or monitored • Expectations were low

  7. Context and legislation • Disability Rights Commission (DRC) 2005: Experiences of disabled children and their families (SI/PI) • a lack of understanding by teachers and the ‘system’ in mainstream settings, in relation to the needs and behaviours of children with physical/sensory impairments. • concerns conveyed by parents that learning support for children with a range of special educational needs and physical/sensory impairments was becoming both fragmentary and temporary

  8. Context and legislation • The Lamb Inquiry 2009 and Report: Objectives of the Review: • To meet the needs of parents • To provide greater transparency in the system • To focus on outcomes for children with SEN and disability • DCSF March 2010: Breaking the link between SEN and low attainment – everyone’s business. 21% (1.7 million) children with SEN

  9. 2010 SEN and Disability Green Paper Consultation Lib Dem Minister for Children and Families, Sarah Teather MP, commitment to improve the wellbeing and achievement of children and young people with special educational needs and disabilities, as well as the support for their families • Autumn 2010(!) – publish government’s approach following suggestions in response to questions

  10. Green Paper consultation questions 1) Are the SEN and disability statutory frameworks - including the SEN statementing process - helping children and young people to get what they need? If not, what changes could help? (2) How can we identify children's special educational needs earlier, and make sure that they get the support they need as quickly as possible?  (3)  How can we improve the processes for special educational needs and disability - in schools, in assessments, and across all services - so that professionals can spend more of their time with children and their families?  (4) How can we ensure all schools and colleges have high expectations for children and young people with special educational needs and disabilities, and help young people to develop the skills for employment and their future potential and contribution to society?  (5) How can we improve the choices of schools and services available to parents and improve opportunities for them to be involved in decisions that affect their family? (6) How can we improve the transition from school to adult life for young people with special educational needs and disabilities and the support provided for their families throughout?

  11. MeanwhilePlacement and process goes on..... • Schools: Mainstream/special/ non maintained and independent /Academies/Free Schools • Foundation and Key Stages • 14-19 curriculum • Post 16: Young People’s Learning Agency (YPLA);April 2010 (16-19yrs) • Colleges • Higher Education • Mobility and Independence /24 hour “curriculum” • Sensory Impaired Services/VI Services www.education.gov.uk www.ypla.gov.uk

  12. Placement and funding • School Action/School Action + • Statements of SEN • Academies • School funding 2011 – 2012 • LA dedicated schools grants (DSG) • Pupil premium • Consultation Dec 2010: school funding 2011-2012, introducing a pupil premium

  13. Placement and funding - Academies • Academy funding and Local Authority Central Spend Equivalent Grant (LACSEG) • Recent White Paper; The Importance of Teaching, will include consultation on simpler and more transparent funding system (Spring 2011) • Delegated funding for SI Services to Academies 2011-2012 (pending review 2012-2013)

  14. Placement and funding and cuts to pupil services • Special Educational Consortium (SEC) • sought to secure the future for SEN support services during the Academies Bill (October 2010) • Now sharing intelligence about funding cuts and threats to services. • “cuts watch” by SI vol orgs; BATOD, NDCS, Sense, RNIB, VIEW, NatSIP.

  15. SI Support Services and Partnership working • Quality Standards for Support and Outreach Services (DCSF 2008) • The Regional Partnerships (DCSF) 2000 – 2009 • South East Sensory Impairment Partnership (DCSF) 2008-2009 • National SI Partnership (DCSF)September 2009 – March 2010 • National SI Partnership (NatSIP) March 2010→

  16. Special Educational Needs and Disability Tribunal (SENDIST) • First tier and Upper Tribunal • Health, Education and Social Care chamber (HESC) of the first –tier tribunal • HESC chamber president/2 deputy presidents/4 full time judges • Judges (chairs of panels) • Specialist members www.sendist.gov.uk

  17. Aiming High for Disabled Children LA Programme 2009 - 2011 • Transition • Short breaks programme LA Programme 2011 – 2015 announced Dec 2010 • £800 million for Short Breaks = £200m per year; £22m year on year increase from 2010

  18. Policies for SEND in the future? • Certainly not a blank sheet!

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