Update on current SEN issues Andr Imich SEN

Update on current SEN issues André Imich SEN and Disability Professional Adviser Department for Education June 2010

Nos at SA+ and with SSEN

Narrowing the Gap • 1. 7 million (21%) identified with SEN • % SEN achieving 5 GCSEs A*-C inc Eng and Maths has doubled between 2006 and 2009. • Gaps between the attainment of children with and without SEN range from 40 to 55 pps. Breaking the Link between SEN and low attainment (March 2010)

Pupils with disabilities - School experiences § Disabled pupils are 7 times more likely than non-disabled pupils to be excluded § 47% of primary and 42% of secondary persistent absentees have SEN § 80% of disabled pupils claim to have been bullied at school § 10% of disabled children have a clinically significant mental health problem § 15% of disabled YP are not in education, employment or training (NEET) compared with 7% non-disabled

Why is the attainment of children with SEN lower than their peers? • • Inconsistent approaches to identification Gaps too often an ‘invisible issue’ Assumptions and low aspirations Confidence and skills of teaching staff and other professionals Low prior attainment at EYFS or Key Stages Parental engagement Poorer wellbeing and wider outcomes Access to qualifications

Features of effective improvement approaches • • • High expectations for good progress Assessment, tracking and early intervention Engaging parents of children with SEN Extended services and pupil wellbeing Raising visibility and awareness through leadership Targeted support in basics

Data developments • Strengthening P Scale moderation • Publication of P scale data • Extending RAISEOnline to include data on below expected levels – including data for special schools

Focus on outcomes “There needs to be a much clearer focus on both attainment and wider outcomes for disabled children and children with SEN at every level of the system: at school, LA and national level; for children at SA, SA+ and for children with a statement…… Parents and children themselves should be central to this work. ” Letter from Brian Lamb to the So. S (Dec 2008)

Improving parental confidence – Areas of focus • • • Outcomes, progress, attainment Exclusion of children with SEN Clarity about LA and school responsibility The use of support assistants with pupils with SEN Parent Partnership Services Information for parents Improve quality of statements Improve parent and pupil participation Monitoring and inspection processes Training, training Disability equality

Disability equality § Equality Act 2010 - a statutory requirement for schools to provide auxiliary aids and services for disabled pupils, for example special equipment and large-print books, where reasonable § Df. E to consult on issues arising during 2010, prior to implementation during 2011

The coalition programme for government – Key commitments for SEN/ vulnerable groups § The Government believes that we need to reform our school system to tackle educational inequality, which has widened in recent years, and to give greater powers to parents and pupils to choose a good school. § We will reform league tables so that schools are able to focus on, and demonstrate, the progress of children of all abilities. • We believe the most vulnerable children deserve the very highest quality of care. We will improve diagnostic assessment for schoolchildren, prevent the unnecessary closure of special schools, and remove the bias towards inclusion. • We will improve the quality of vocational education, including increasing flexibility for 14 -19 year olds.

The SEN Challenge - To ensure an improvement in outcomes for children with SEN Understand the Need § Better outcomes for vulnerable groups, inc SEN Unlock the Potential § Improve parental confidence § Workforce reform § Better use of data § Accountability § Quality support services § Enhanced quality of inclusive leadership