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Our Challenges Philippa Stobbs: Assistant Director, Council for Disabled Children

This article explores the current state of early years special educational needs and disabilities (SEND), highlighting the progress made and the challenges that remain. It provides insights from various studies and research, offering recommendations for improving access, support, and inclusion for children with SEND.

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Our Challenges Philippa Stobbs: Assistant Director, Council for Disabled Children

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  1. Our ChallengesPhilippa Stobbs: Assistant Director, Council for Disabled Children

  2. Ofsted/CQC • Local area SEND inspections: one year on • Children’s and young people’s SEND were identified well in the early years, particularly for those with complex needs. Parents generally felt supported and involved in the process.

  3. Gloucestershire: • Advisory teachers, EPs ensure access to settings • additional funding available • 68% reduction in early years children entering special schools compared to three years ago The Whitby Communication Project: • improved proportion of children achieving expected level in speech and language from 43% in 2010 to 83% in 2015.

  4. Levels of identified SEN: 2, 3 and 4 year olds • 2 year olds in funded EY education: • 3.1% had SEN • 743 (0.5% of cohort) had a statement or EHC plan • 4079 (2.6%) were on SEN support • 3 and 4 year olds in universal EY education: • 6.3% had SEN • 10,106 (0.8%) statement or EHC plan • 70,455 (5.5%) SEN support • 3 and 4 year olds in extended funded EY education: • 2.6% had SEN • 919 (0.3%) with a statement or EHC plan • 6,908 (2.3%) on SEN support

  5. % 3 and 4 year olds with SEN: universal offer

  6. Access to the full entitlement? • Early years census, 2015: • 43% 3 and 4 year olds with SEND received between 13 and 15 hours of funded early education • 60% for all other children

  7. Outcomes Early Years Foundation Stage Profile, a growing gap between young children with SEN: • 2014 gap: 47.1 percentage points • 2015 gap: 50.4 percentage points • 2016 gap: 52 percentage points • 2017 gap: 53 percentage points

  8. Communication and language gap

  9. KS1 attainment SEN/non-SEN

  10. Longitudinal study: childhood disability Transitions and trajectories research, longitudinal study • ESRC funded work: CLS, IoE, NCB and CDC, LSE Found associations between: • Disability and disadvantage • Disability and bullying and later adverse health and social problems • Disadvantage, learning, speech and language and behaviour difficulties

  11. Longitudinal study: childhood disability Transitions and trajectories research reviewed cognitive development: • between ages of 3 and 5 • again between 5 and 7 Found that: • disabled children and children with SEN make less progress over the early years than their non-disabled peers with similar levels of cognitive skills, that is, the same prior attainment

  12. Levelling the playing field, 2015 • How much of their free childcare offer are parents with disabled children accessing? • 60% receive (then) full free entitlement, 15 hours per week for 38 weeks • 15% receive some of the free entitlement, but less than 15 hours per week • 25% receive none of the free entitlement

  13. Levelling the playing field, 2015 • Why are parents with disabled children not accessing any of the free childcare offer? • 38% do not think provision can care for child safely • 30% do not think staff are adequately trained • 28% do not think provision is inclusive and supports their child to participate in activities alongside their peers • 25% say the nursery/child carer refused a place or excluded their child because of their disability or SEN

  14. Levelling the playing field, 2015 • Why are disabled children being excluded from early years childcare settings? • 49% say setting cannot meet child’s needs • 47% say their child needs one-to-one care (or other additional support) which is not available/affordable • 34% say setting cannot manage child’s behaviour

  15. Exclusion of young children from school • Increases in the exclusion of young children from school: • The data draws only on exclusions from schools • The figures are drawn from DfE statistics up to 2016-17 • Taking into account numbers and percentages

  16. Links • Levelling the playing field: • https://councilfordisabledchildren.org.uk/news-opinion/news/new-research-levelling-playing-field-campaign • Identified SEN: • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/709496/Special_educational_needs_Publication_May18.pdf • Take up of EY entitlement, children with special educational needs: • https://www.gov.uk/government/statistics/education-provision-children-under-5-years-of-age-january-2018 • EYFSP outcomes: • https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2016-to-2017 • Exclusions data: • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/726741/text_exc1617.pdf • *Please note, not all the DfE data is broken down by region and by LA • *Some of the compendia of data provide links to more specific datasets

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