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 changeThe 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, trainingand 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 isavailable 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 verydifferent system which does not carry forward the rights and protections that exist in the SEN system in schools.

Legislation - key highlights. From Sept 2014

• 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 ofdisabled C&YP and those with SEN are met.

• A duty on health commissioners to deliver the healthelements 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 PracticeThe draft Code of Practice can be found via the DfE website:http://www.education.gov.uk/aboutdfedepartmentalinformation/childrenandfamiliesbill/a00221161/children-families-bill. The attachments to access this are on the right hand side of the web page

• 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 interactionCognition and learningEmotional, social and behaviour developmentSensory and/or physical development

Timetable for legislative reform (indicative)

September to December 2012 Period of pre-

legislative scrutiny led by the

Education Select Committee

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

December 2012 Education Select Committee publishes a report of its findings

Early 2013 Children and Families Bill introduced into Parliament.

Early 2013Draft Regulations

and a Draft Code of Practice published

for consultation, informed by

pathfinder learning.

Spring 2014 Royal Assent

(subject to Parliamentary

process)

September 2014 Implementation of provisions (meeting original Green Paper commitment to have reforms in place by 2014)

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 makeapplications for either:

Statutory assessment for an EHCor

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 DSGDSG 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 fundingE

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Mainstream settings

Pre-16 SEN and AP

Specialist settings All settings

Post-16 SEN and LDD

“Top-up” funding from the commissioner to meet the needs of each pupil or student placed in the institution

Mainstream per-pupil funding (AWPU)

Contribution of £6,000 to additional support required by a pupil with high needs,

from the notional SEN budget

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.

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

This diagram appeared as Figure 1 (p.43) of School funding reform: Next steps towards a fairer system.

Manchester context2013

Amanda Corcoran – Senior Strategy Lead : Education

Manchester context2013

Amanda Corcoran – Senior Strategy Lead : Education

SEN in Manchester –PLASC 2013

19.8% population SENSecondary 21%Primary 17.2%Categories of need:Primary – MLD, BESD, SLCNSecondary – BESD, MLD17.1% pupils have SEN but no statementPrimary SAP – 6.0%Secondary SAP – 6.7%

Percentage of Pupils by SEN status

0

0.05

0.1

0.15

0.2

0.25

School Action School ActionPlus

SENStatement

SEN noStatement

All SEN

Manchester

England

00.10.20.30.40.50.60.70.80.9

1

Autistic SpectrumDisorder

Behaviour,Emotional and

Social Difficulty

HearingImpairment

Moderate Learning

Difficulty

Multi-SensoryImpairment

OtherDiffi

culty/Disability

Physical Disability

Profound &M

ultiple LearningDiffi

culty

Speech Languageand

Communication

Severe LearningDiffi

culty

Specific LearningDiffi

culty

Visual Impairment

Total

Primary Secondary Special

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

09/10 10/11 11/12 12/13

Statement 389 503 610 607

Resource agreement

0 53 192 267

Old scheme

85 65 0 0

TOTAL 474 621 802 874

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

508,824 347,056 0 0

TOTAL 3,430,612 4,544,268 6,175,436 7,533,631

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 blockCommissioned ServicesEducational Psychology (council budget)Sensory ServicePre School SEN teamOutreach from special schools and PRUIndependent travel trainingAACSpeech and Language TherapySocial Communication and Interaction team (SCAIT) – part contributionSpecial schools3 secondary specialist support schools3 primary specialist support schools2 all through: 1 ASD and 1 PD and complex medical needsHospital School with commissioned services9 specialist resourced mainstream schools – ASD1 specialist resource school – SEBDFederation SEBD schools – 2 day schools and 1 residential schoolPRUsPrimaryKS3 and 4 PRU

Key issues/challengesIncreasing population including SENIncrease in number of statements and resource

agreementsPressure on special school placesEarly yearsPost 16Continuing to reduce high cost independent school

placements and 52 week placementsReductions in other services supporting children with

SEN Health provisionImplementing significant SEN reforms at a time of

significant reductions to budgets