SEND News
- Written by: Lindsey Rousseau
DfE has published new analysis of SEND data around school capacity today, 27 March 2025.
You can access it here; https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity/2023-24
- Written by: Lindsey Rousseau
DfE today announced the £740 million for SEND. This would appear to coincide with the updating of the high needs budget allocations which have been published today.
It is worth noting that the fund is for making classrooms more inclusive and this is an opportunity for schools with learners with sensory ipmairments.
New announcement;
https://www.gov.uk/government/news/740-million-allocated-for-10000-new-places-for-pupils-with-send?utm_medium=email&utm_campaign=govuk-notifications-topic&utm_source=1c04e9b9-7c89-45a8-9f42-9d5571702da4&utm_content=immediately
High Needs Budget Capital Allocations announcement;
https://www.gov.uk/government/publications/high-needs-provision-capital-allocations?utm_medium=email&utm_campaign=govuk-notifications-topic&utm_source=597fef27-348b-4949-8a2b-44382024d0c5&utm_content=immediately
- Written by: Lindsey Rousseau
On 21st March DfE launched a public consultation on narrowing the digital divide in schools and colleges.
To highlight one reason why this an important consultation for SEND stakeholders, in a blog to mark the launch the following is included:
How can this help students with SEND?
For students with additional needs, reliable technology can make a significant difference for learning. A strong and secure Wi-Fi connection allows the use of portable devices in classrooms, including those that support students with SEND.
Assistive technology (AT), like dictation tools and screen readers, helps remove barriers to learning, giving every child the opportunity to thrive at school.
For example, New Bridge Multi Academy Trust in Oldham has used connectivity funding to create custom 3D-printed assistive devices, develop personalised digital learning tools, and give non-verbal students consistent access to communication technology.
Details of DfE consultation on narrowing the digital divide in schools and colleges
We know that too many schools that lack the digital infrastructure to embed effective technology use and harness the opportunities that technology can offer, while colleges may face distinct barriers. Through the proposals and investment set out in this consultation, we want to set milestones to tackle this digital divide and break down the barriers to opportunity to ensure every child and young person has access to the best possible education.
We want to bring together the sector’s expertise to tackle this issue together. We would really value your contribution and would hugely appreciate you taking the time to both complete it and share it with your networks so we can get a representative view from the education sector.
The consultation is open until Friday 23 May. You are welcome to answer all of the questions, however, most questions are optional so you can skip to the relevant questions for your organisation.
Narrowing the digital divide in schools and colleges - GOV.UK
- Written by: Lindsey Rousseau
The government is inviting teachers, school leaders, and sector partners to contribute their experiences and insights about inclusion in practice as part of a new initiative: Inclusive education is a national priority—and a shared responsibility.
They say that they are optimistic that through sharing practical solutions, ‘we can learn from each other and help move the system forward, strengthening inclusion in mainstream education and through breaking down barriers to participation and learning’.
The website is: https://inclusioninpractice.org.uk and NatSIP is pleased to be an Engagement Partner with the project. We hope that there will be many submissiions of effective practice of inclusion for learners with SI (deafness, Multi-Sensory and vision impairments) from colleagues in the sector.
Submissions will be open from 10:30am on Saturday 15th March and close Thursday 1st May 2025.
There is a 2-slide presentation available document here.
- Written by: Lindsey Rousseau
The Department for Education has recently launched a public consultation on the revised use of reasonable force and other restrictive interventions guidance.
The guidance aims to help schools proactively minimise the need to use reasonable force and other restrictive interventions through early support, prevention and de-escalation strategies. It also includes new statutory guidance for recording and reporting each significant incident where a member of staff uses reasonable force on a pupil.
They are seeking views from the sector on the proposed revisions to the guidance to ensure it is fit for purpose. The consultation runs until 29 April 2025 and can be accessed here: Use of reasonable force and other restrictive interventions guidance: proposed amendments - GOV.UK.
- Written by: Lindsey Rousseau
The Department for Education and the Council for Disabled Children have just published two sets of guidance to support school governing boards in understanding their role and responsibilities in relation to children and young people with special educational needs (SEN) and disabilities and empowering them to hold their schools to account.
SEN and disability duties: guidance for school governing boards
This guidance from the Department for Education provides a high level summary of the expectations of boards in relation to disability and SEN. It includes a checklist for governors/trustees and suggestions about how to use school performance data and build an evidence base to underpin its strategic oversight.
Equality Act 2010 and disabled pupils: A guide for governors and trustees
The Council for Disabled Children guide which was commissioned by the Department, focuses in more detail on the Equality Act duties to disabled pupils. It sets out the individually owed duties and the more strategic duties; and again it promotes a discussion about the evidence that governing boards need in order to understand how well the duties are being met in their school.
To illustrate how the duties work in practice, the guide uses examples from schools and from case law where claims of disability discrimination have gone to the Tribunal. At the back of the guide is a set of checkpoints that schools can use to inform a discussion between senior leaders and their governing body or board of trustees.
The new guide is a companion publication to the 2022 Disabled Children and the Equality Act 2010: What teachers need to know and what schools need to do which offers teachers more detailed practical guidance on meeting the duties to disabled pupils.
- Written by: Lindsey Rousseau
Following the publication of the government's Disabled Students’ Allowance’s Non-Medical Help call for evidence in April 2024, they have today shared the findings:
https://www.gov.uk/government/calls-for-evidence/non-medical-support-for-disabled-students-in-higher-education
The DSA team thank NatSIP partners for their participation and for promoting the call for evidence, which has enabled them to continue to develop their understanding of the non-medical help system. They will use these findings to inform any next steps.
- Written by: Lindsey Rousseau
The DfE has today published new guidance for school governing boards on SEN and Disability.
https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards
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