Support and Aspiration

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Support and Aspiration
Update on Reform of provision for children and
young people with Special Educational Needs.
Ann Thornber Strategic Lead SEN
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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 childs 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.

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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 persons 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.

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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 CYP 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.

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The SEN Code of Practice

• The draft Code of Practice can be found via the
  DfE website
• http//www.education.gov.uk/aboutdfedepartmentalin
  formation/childrenand
• familiesbill/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 interaction
• Cognition and learning
• Emotional, social and behaviour development
• Sensory and/or physical development

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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
September to December 2012 Period of
pre-legislative scrutiny led by the Education
Select Committee
December 2012 Education Select Committee
publishes a report of its findings
Early 2013 Children and Families Bill introduced
into Parliament.
Early 2013 Draft 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

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Applying for funding

• Schools will continue to make
• applications for either
• Statutory assessment for an EHC
• or
• Element 3 funding

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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

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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

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Overview Reform of high needs funding
Pre-16 SEN and AP
Post-16 SEN and LDD
Mainstream settings
Specialist settings
All settings
Mainstream per-student funding (as calculated by
the national 16-19 funding system)
Element 1 Core education funding
Mainstream per-pupil funding (AWPU)
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.
Element 2 Additional support funding
Contribution of 6,000 to additional support
required by a pupil with high needs, from the
notional SEN budget
Contribution of 6,000 to additional support
required by a student with high needs
Element 3 Top-up funding
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.
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Manchester context2013

• Amanda Corcoran Senior Strategy Lead Education

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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

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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

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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
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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
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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
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Special school places total spend
35mexcluding resourced provision
Total places Total spend
BESD 198 2.1m
ASD 241 1.8m
SLD 403 3m
PMLD 130 1.1m
PD 43 328k
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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

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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