Capacity Building GILLIAN BOYD Numbers of children with statements in mainstream schools 1996/7 2000 2007 2009 2.5% of total school population statemented 2.65% 3.9% 4.1% • 2008/9 58,872 children and young people with SEN • 17.7% of the school population • £202m Children’s placements • Currently 68% of children with statements of SEN in mainstream schools, or units attached to mainstream. • 32% of children with statements in special schools. The Inclusion of Pupils with Statements of Special Education Needs in Mainstream Primary and Postprimary Schools Survey 2003 The findings indicated • Further training required. • Better partnerships needed. • More effective monitoring of the provision for the pupils with statements needed. Chief Inspector’s Report 2006 - 2008 ‘ The provision of good support for those pupils with special educational needs is improving but in the majority of schools inspected it is not good enough.’ ‘Schools need to further their capacity to identify and meet needs early and to monitor and track the pupils’ progress over time.’ DE plans A significant capacity-building programme is planned for all school staff; development of this is currently being planned and carried out. ETI has been commissioned to develop SEN standards and indicators and whole school guidance. Meetings • Meetings have been held with a selection of mainstream schools, teachers, DE officials, ETI, RTU and ELB. • A workshop has been held for representatives from schools in 5 ELB. • Meetings with England, Wales, Scotland and the Republic of Ireland are underway. Workshop Questions and Answers re mainstream schools •Profiles of children with SEN Behaviour, speech and language, ADHD, ASD, specific learning difficulties, dyslexia, following instructions, social skills, fine and gross motor skills, lack of parental support. •How these needs impact on classroom management Different types of SEN impact on each other, non-SEN children affected, difficult classroom management, support for behaviour needed, a classroom assistant is essential. Workshop continued • Assessment Standardised tests, class tests, teacher observations, SENCO expertise, outside agencies • Interventions used Class teacher, teacher with advice from SENCO, parental views, withdrawal support, consultations with EP, Workshop continued • Evaluation of progress Evidence from tests (standardised and class), IEP a working document, discussion of progress with teacher, parents, children, Annual reviews, meetings with outside agencies. Workshop continued • Support from outside agencies MASTS, Behaviour Support Team, EP, CAHMS, ASD Support Service, ELB outreach. • Skills teachers have Effective teaching strategies, experience, patience and understanding, empathy, good time management skills, flexible, differentiation skills. Workshop continued • Teachers need further development in Coherent training/PD opportunities, IEP writing, effective strategies for teaching reading, (particularly phonics), examples of good classroom practice, managing differentiation, skilled SENCO, time to work with C/A, knowledge of medical/SEN conditions. Workshop continued • What types of PD training are most effective? Dissemination of good practice –within and beyond school, cluster groups, free training – NI based, knowledge of effective practical strategies, free resources, need for whole school approach. Workshop continued • What are the challenges of organising SEN support for the school principal? Increasing numbers, wide variety and complexity of SEN needs, more work with outside agencies, need for the school to be strategic in planning for SEN, bigger administrative workload, time, implementing a whole school approach, monitoring and evaluating SEN practice school wide, organising safe handling training (must be accredited). Capacity Building Professional development of school workforce so they are: • better equipped to meet the challenge of diverse range of needs • able to identify and provide relevant interventions to improve the outcomes for the child.