Support and Aspiration
Update on
Reform of provision for children and young
people with Special Educational Needs.
Ann Thornber Strategic Lead SEN
A reminder: the case for change
The current system is not working for families and children:
• Too many children with SEN have their needs picked up late;
• Young people with SEN do less well than their peers at school
and college and are more likely to be out of education, training
and employment at 18;
• Schools and colleges can focus too much on the SEN label
rather than meeting the child’s needs, and the current
Statements/ Learning Difficulty Assessments do not focus on
life outcomes;
• Too many families have to battle to find out what support is
available and in getting the help they need from education,
health and social care services;
• When a young person leaves school for FE, they enter a very
different system which does not carry forward the rights and
protections that exist in the SEN system in schools.
Legislation - key highlights. From Sept 2014
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New 0-25 Education, Health and Care Plan, replacing the current
system of Statements and Learning Difficulty Assessments, which
reflects the child or young person’s aspirations for the future, as
well as their current needs
Option of a personal budget for families and young people with a
Plan, extending choice and control over their support
New statutory protections for young people aged 16 - 25 in FE
and a stronger focus on preparing for adulthood.
Academies, Free Schools, Further Education and Sixth Form
colleges to have the same SEN duties as maintained schools
A revised SEN Code of Practice
From 2014 the LA and CCGs will have to have a joint commission
plan to understand the need for SLT, OT, physio etc and to agree
how to commission this.
Legislation - key highlights continued.
• Involvement of children, young people and parents at the
heart of legislation, including assessments and local
offers.
• New requirement for LAs, health and care services to
commission services jointly, to ensure that the needs of
disabled C&YP and those with SEN are met.
• A duty on health commissioners to deliver the health
elements of EHC plans.
• LAs to publish a clear, transparent ‘local offer’ of services,
so parents and young people can understand what is
available; developed with parents and young people.
• More streamlined assessment process, which integrates
education, health and care services, and involves children
and young people and their families.
The SEN Code of Practice
The draft Code of Practice can be found via the DfE website:
http://www.education.gov.uk/aboutdfedepartmentalinformation/childrenand
familiesbill/a00221161/children-families-bill.
The attachments to access this are on the right hand side of the web page
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A family centred system around person centred planning
Definition of SEN remains the same.
SENCO must be a trained teacher working at the school.
Additional SEN support replaces School Action and School Action plus
Four primary areas of SEN are:
Communication and interaction
Cognition and learning
Emotional, social and behaviour development
Sensory and/or physical development
Timetable for legislative reform (indicative)
Allows the provisions to
be informed and
improved by the views
and evidence of
stakeholders, and to
continue to learn from
the experience of the
Pathfinders
Early 2013
Draft Regulations
and a Draft Code of
Practice published
for consultation,
informed by
pathfinder learning.
September to
December 2012
Period of prelegislative scrutiny
led by the
Education Select
Committee
Spring 2014
Royal Assent
(subject to
Parliamentary
process)
December 2012
Education Select
Committee
publishes a report
of its findings
September 2014
Implementation of
provisions (meeting
original Green
Paper commitment
to have reforms in
place by 2014)
Early 2013
Children and
Families Bill
introduced into
Parliament.
From now until
Enactment:
• 1996 Education Act
and current Code of
Practice still applies
• Transition
arrangements will be
clarified by DfE
Applying for funding
Schools will continue to make
applications for either:
Statutory assessment for an EHC
or
Element 3 funding
Funding reforms
• Introduced April 2013 (before the overall SEN reforms
are introduced in 2014)
• 0 to 25
• Place plus system
• Applied across all types of schools, academies,
colleges, settings, alternative provision mainstream (AP)
and special
• Supported by clear information in the form of a local
offer about high needs provision available in schools,
colleges and other providers
• Top up funding
Centrally retained DSG
DSG of £30m held by the LA now has
to be split the following way:
• Delegated to schools
• Ringfenced to fund statutory services
• To create a centrally retained fund for
pupil growth transferred to High Needs
Block or Early Years Block
Overview: Reform of high needs funding
Pre-16 SEN and AP
Element 1:
Core
education
funding
Contribution of £6,000 to
additional support required
by a pupil with high needs,
from the notional SEN
budget
Element 3:
Top-up
funding
Mainstream per-pupil
funding (AWPU)
Element 2:
Additional
support
funding
Mainstream settings
Specialist settings
Base funding of £10,000 for
SEN and £8,000 for AP
placements, which is
roughly equivalent to the
level up to which a
mainstream provider would
have contributed to the
additional support provision
of a high needs pupil. Base
funding is provided on the
basis of planned places.
Post-16 SEN and
LDD
All settings
Mainstream per-student
funding (as calculated by
the national 16-19 funding
system)
Contribution of £6,000 to
additional support required
by a student with high
needs
“Top-up” funding from the commissioner to meet the needs of each pupil or student placed in
the institution
This diagram appeared as Figure 1 (p.43) of
School funding reform: Next steps towards a
fairer system.
Manchester context
Manchester
2013 context
2013
Amanda Corcoran – Senior Strategy
Lead : Education
Amanda Corcoran – Senior Strategy
Lead : Education
SEN in Manchester –PLASC 2013
19.8% population SEN
Secondary 21%
Primary 17.2%
Categories of need:
Primary – MLD, BESD, SLCN
Secondary – BESD, MLD
17.1% pupils have SEN but no statement
Primary SAP – 6.0%
Secondary SAP – 6.7%
0.25
Percentage of Pupils by SEN status
Manchester
0.2
England
0.15
0.1
0.05
0
School Action School Action
Plus
SEN
Statement
SEN no
Statement
All SEN
Special
Secondary
Primary
Total
Visual Impairment
Specific Learning
Difficulty
Severe Learning
Difficulty
Speech Language
and
Communication
Profound &
Multiple Learning
Difficulty
Physical Disability
Other
Difficulty/Disabilit
y
Multi-Sensory
Impairment
Moderate Learning
Difficulty
Hearing
Impairment
Behaviour,
Emotional and
Social Difficulty
Autistic Spectrum
Disorder
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
SEN high needs – headline data
• Maintain 2136 statements
• 478 SLD, 429 ASD, SEBD 378
• 1045 state funded mainstream
placements
• 1041 special school placements–
includes 105 pupils in independent
provision
• 50 – PRU/AP
• 247 resource agreements
Increase in mainstream high needs pupils
Statement
09/10
389
Resource 0
agreement
Old
85
scheme
TOTAL
474
10/11
503
11/12
610
12/13
607
53
192
267
65
0
0
621
802
874
Increase in mainstream spend on high
needs
09/10
10/11
11/12
12/13
Statement
2,921,788
4,044,310 4,928,049 5,332,304
Resource
agreement
0
152,902
1,247,387 2,201,327
Old
Scheme
TOTAL
508,824
347,056
0
3,430,612
4,544,268 6,175,436 7,533,631
0
Primary /secondary split on spend 2012/13
Statements
Resource
agreements
Early years
93,935
35,449
Primary
3,042,158
1,936,621
Secondary
2,196,211
229,257
Special school places – total spend 35m
*excluding resourced provision
Total places
Total spend
BESD
198
2.1m
ASD
241
1.8m
SLD
403
3m
PMLD
130
1.1m
PD
43
328k
SEN – schools and services funded from
high needs block
Commissioned Services
Educational Psychology (council budget)
Sensory Service
Pre School SEN team
Outreach from special schools and PRU
Independent travel training
AAC
Speech and Language Therapy
Social Communication and Interaction team (SCAIT) – part contribution
Special schools
3 secondary specialist support schools
3 primary specialist support schools
2 all through: 1 ASD and 1 PD and complex medical needs
Hospital School with commissioned services
9 specialist resourced mainstream schools – ASD
1 specialist resource school – SEBD
Federation SEBD schools – 2 day schools and 1 residential school
PRUs
Primary
KS3 and 4 PRU
Key issues/challenges
Increasing population including SEN
Increase in number of statements and resource
agreements
Pressure on special school places
Early years
Post 16
Continuing to reduce high cost independent school
placements and 52 week placements
Reductions in other services supporting children with
SEN
Health provision
Implementing significant SEN reforms at a time of
significant reductions to budgets