Every School A Good School: The Way Forward for SEN and Inclusion Assembly Committee for Education Presentation by Department of Education 20 January 2010

Setting the Context Set within a strategic context and vision The whole child/whole school approach Capacity building Multi-sectoral and multi-discipline interface Extensive pre-consultation, followed by formal consultation Wide-ranging, high level proposals

Equality Impact Assessment 2006/07 - Qualification of School Leavers by SEN 2006/07 as a Percentage Without SEN SEN Stages 1 & 2 SEN Stage 3 SEN Stage 4 & 5 BoyGirlBoyGirlBoyGirlBoyGirl Percentage 5 or more GCSE Grades A*-C or higher qualification (inc Equivalent qualifications)

Equality Impact Assessment 2006/07 - Qualification of School Leavers by SEN 2006/07 as a Percentage Without SEN SEN Stages 1 & 2 SEN Stage 3 SEN Stage 4 & 5 BoyGirlBoyGirlBoyGirlBoyGirl Percentage with no GCSE's

Policy Development Stage Steering Group with 3 Advisory Groups Informed by engagement with a cross- section of stakeholders Equality Impact Assessment (EQIA)

Why change is needed Inconsistencies and delays in assessment and provision Increasing numbers of children with SEN, with statements and with significant needs –4% of school population (13,270 children) with SEN statement (50% increase since 2000) –18.3% of school population (60,520 children) on the SEN register –Over 68% of children with statements in mainstream classes or units attached to mainstream schools Mounting pressures on parents, teachers, schools and ELBs Schools seeking external supports for 35% of SEN children in mainstream schools

Background Facts £202m to support SEN in 2008/09. At least 25% of school population has some kind of barrier to learning, including SEN £18m (additional to £202m) to support non-SEN barriers to learning 2007/08 5,665 newcomer children with English as an additional language (18% on SEN register) 1002 looked after children (58% on SEN register) 918 Forces children (16.7% on SEN register) 822 Traveller children (50% on SEN register) 1,500 post-primary pupils permanently out of school each year.

Key considerations of the Review Address early identification and intervention Ensure consistency of assessment and provision Effectively optimise resources Develop opportunities for greater collaboration Disseminate existing good practice Ensure needs of all SEN pupils, including those in mainstream, are effectively met Ensure all schools equipped to recognise and deal with diversity

Key themes of the proposals Overarching, inclusive framework aimed at raising standards and outcomes for all Inclusive model of a continuum of provision for a diversity of need - in different educational settings Reduction or removal of barriers to learning faced by many children Focus on early identification and intervention – the right support at the right time

Key themes of the proposals Capacity building Pre-school SEN assessment and provision Consistency of provision Enhanced role of schools Dissemination of existing good practice and collaborative working Improved multi-disciplinary and multi-agency working Funding, outcomes and accountability

Additional Educational Needs Concept Aims to ensure that each child and young person facing a barrier to learning has a fair and equal chance ‘Additional educational needs’ is a concept Provides an overarching, inclusive framework, which recognises the challenges and overlapping barriers to learning faced by many children Recognises the challenges faced by teachers Places the child firmly at the centre of the inclusive framework Examines the combination of barriers to learning, rather than individual barriers in isolation - intends to complement and support SEN, but not redefine SEN

Early Identification and Intervention Not just in pre-school or primary one Children and young people facing barriers to learning should be identified as quickly as possible, regardless of age Appropriate and timely educational support should be provided All support programmes need to be monitored regularly

Role of Schools The proposed inclusive framework places a clear focus on increasing the capacity of schools and other educational settings to reduce or remove barriers to learning through: recognising the diversity of pupils with their population putting in place relevant strategies and approaches to meet identified needs maximising the outcomes for all children

Continuum of Provision for a Diversity of Need Special schools, special units and mainstream classes all continue to play an important role in providing for the diverse needs of children facing complex and multiple barriers to learning Sharing of expertise between educational establishments is essential to ensure that schools/settings are in a position to learn from each other and provide appropriate support for all children in their care

Multi-disciplinary Groups (MGs) Provide advice to teachers and schools Encourage the dissemination of existing good practice and collaborative working across schools and professionals Consider the level and effectiveness of support provided by schools for children facing barriers to learning Evaluate and determine the next steps for those children requiring multi-disciplinary support over and above that which the school can provide

Learning Support Co-ordinator Proposed that the current role of SENCOs be enhanced LSCs would be part of the school senior management team LSCs would be trained in level ‘A’ assessment LSCs would coordinate the provision for all children facing barriers to learning

Personal Learning Plans (PLP) A school-based PLP will be drawn up for children experiencing barriers to learning Emphasis firmly on children getting the assistance they need as early as possible, and on the learning outcome Each PLP will form a comprehensive record of: –any educational assessment which has taken place –interventions planned and commenced –progress expected within set timeframe –progress achieved

Co-ordinated Support Plans (CSPs) CSPs will be introduced for those children with SEN who face complex or multi-barriers to learning Greater emphasis on learning outcomes Planned, joined up support services from both education and health and social care CSPs will be reviewed at defined trigger points

Capacity Building Professional development of school workforce so they are: better equipped to meet the challenge of diverse range of needs and barriers to learning; and able to identify and provide relevant interventions to improve the outcomes for the child Additional funding has been secured to develop and implement a comprehensive capacity building programme for schools.

Implementation of targeted and integrated capacity building, forming part of continuous professional development, for: –School principals/vice principals –Teachers –Classroom assistants –School Governors Strengthened Initial Teacher Education (ITE) Increased sharing of expertise between all professionals Features of capacity building

The Rights of the Child The proposals do not aim to remove or reduce the rights of SEN children or their parents The role of the SENDIST and the DARS will be considered in the light of a revised framework Careful consideration will be given to possible future duties of schools and Boards

An Inclusive Framework The package of proposals seek to ensure: that all children who face barriers to learning receive the right support at the right time to allow them to develop their skills and abilities to their fullest potential; and delivery of an overarching, inclusive framework which contributes to raising standards and outcomes for all children, regardless of the educational setting

Funding No proposal to divert any monies spent providing for children with SEN to any of the other additional needs groups. Greater delegation of funds to mainstream schools More flexibility in the use of funding to support children and young people Funding available for capacity building

Next Steps Consultation period runs to 31 January Development of capacity building programme Summary of consultation responses prepared Analysis of the responses undertaken Policy proposals carefully reviewed in light of analysis Consideration of proposals to be taken forward Development of a pre-implementation plan – possible testing of practical out-workings of accepted proposals