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Setting the Context

Every School A Good School: The Way Forward for SEN and Inclusion Presentation to Annual Conference for Vice Principals of Special Schools Irene Murphy 20 May 2010. Setting the Context. Set within a strategic context and vision The whole child/whole school approach Capacity building

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Setting the Context

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  1. Every School A Good School:The Way Forward for SEN and Inclusion Presentation to Annual Conference for Vice Principals of Special SchoolsIrene Murphy20 May 2010

  2. 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

  3. Equality Impact Assessment

  4. Equality Impact Assessment

  5. 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

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

  7. Why change is needed • Inconsistencies and delays in assessment and provision • Increasing numbers of children with SEN, with statements and with significant needs • 4.1% of school population (13,567 children) with SEN statements (51% increase since 2000) • 19.2% of school population (63,100 children) on the SEN register • 69.3% 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 35.6% of SEN children in mainstream schools

  8. Background Facts 2008/09 • £202m to support 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. • At least 25% of school population has some kind of barrier to learning, including SEN

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. Next Steps • Consultation period ran to 31 January 2010. • 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

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