NIAO Report On Special Educational Needs 4 th July 2017 Special - - PowerPoint PPT Presentation

NIAO Report On Special Educational Needs

4th July 2017

Special educational needs (SEN) can affect a child’s ability to learn and they may require extra help to achieve their full potential. 2011 – 2016 21% increase number of children SEN Estimate 76,300 children have SEN (not always statement) 63% Children with SEN are male and 27% female Improvement in fewer children leaving no formal qualifications and more going HE/FE

Early Identification & Intervention

For all children the first 0-5 years are the most crucial for laying the foundations for future, allowing children to reach their fullest potential.

Key findings in the report

• Early identification of developmental delay or difficulties is

critical.

• 2009 ETI Survey - diagnoses at an early stage within pre-school

was too much of a ‘lottery.

• Cross departmental approach on early identification was ‘yet to

be realised in a consistent manner’.

• ETI evident different variations and methods across schools to

identify children with SEN.

• 2004/4 – 40% pupils SEN in special school 2016/17 30%.

Cross Departmental Approach to Statementing Key Findings

• EA statutory assessment of need is a detailed multi-disciplinary

assessment to find out what provision is required.

• EA must seek professional advice from educational psychology,

educational advice, medical and social service advice, as well as parental submissions.

• 79% new statements were issued outside the 26 week

timeframe.

• EA - provide a breakdown of the reasons for delays
• DE established Project Board with DoH - improving co-
• peration in relation to SEN.

Training - Key Findings

• Role of the Special Educational Needs Co-Ordinator is vital,

but not always given enough time or authority to effectively carry out duties.

• DE Review highlighted lack of appropriate training as an

issue for SENCOs and in some instances not all SENCOs have been trained.

• Establish the SEN in-service training requirements for all

staff in terms of good, regular pratical training in SEN identification and provision for all staff not just SENCOs.

Expenditure Key Findings

• Inconsistencies in-relation to SEN spend meant not able to

get a full breakdown.

Monitoring / Evaluation - Key Findings

• Ofsted (2010) “In addition to good teaching, the keys to good
• utcomes were close tracking, rigorous monitoring of progress

with intervention quickly put in place and a thorough evaluation of the impact of additional provision.

• 10 years since ETI evaluated SEN.
• ETI - evaluation of SEN provision including need for future

training and effectiveness of early intervention strategies.

• Department and EA must assess the quality of SEN support

provided in mainstream schools by formally evaluating the progress made by children.

Conclusion

• The report and recommendations should extend to Special

Educational Needs Schools.

• Address the postcode lottery of service provision.
• Need disaggregated data in terms of child centred

progression according to Special Educational Need.

• A clear pathway of statementing process needs to be widely

promoted and include families within the process.

• A full and open review on how EA and DE can robustly

assess and evaluate Special Educational Needs provision in both Special Schools and Mainstream Schools.

Thank you

Margaret.Kelly@Mencap.org.uk