SEND News
- Written by: Lindsey Rousseau
Latest data on EHCPlans published by the DfE on 13 May 2021:
https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans
- Written by: Lindsey Rousseau
The DfE has updated guidance documents, which are used for all projects procured by the Department for both new build and refurbishment projects. They can also be used by Local Authorities for their own projects.
Please see below a link to the Department's Output Specification documents:
The Generic Design Brief is the main document and the annexes provide more detailed technical requirements. The Key Principles and Educational Drivers are found in sections 1.6 and 1.7. There are also references to acoustic requirements and to BB93, for sensory rooms etc.
2.7.6.5. The Contractor shall provide information as described in BB93 to demonstrate compliance with the acoustic standards specified in BB93 in accordance with Section 2 of BB93. This shall include plans, construction details, material specifications, and calculations, as appropriate for each area of the School. These shall be included in the acoustics section of the Environmental Strategy Report, as required under the Employer’s Requirements Deliverables, and on acoustics drawings and calculations for Building Control approval. 2.7.6.6. The Contractor shall carry out pre-completion and post-completion testing in accordance with the Good Practice Guide for the acoustic testing of schools published by the Association of Noise Consultants, as required under the Employer’s Requirements Deliverables. 2.7.6.7. Where required for Special Schools, Designated Units or SRP, acousticians and audiologists specialising in hearing impairment and teachers of the deaf shall be consulted to identify the needs of the pupils. The Contractor shall agree these needs with the Employer. Specialist provision such as radio aids shall be provided where specified in the SSB.
A link to BB93 (acoustic design of schools - performance standards) is here:
https://www.gov.uk/government/publications/bb93-acoustic-design-of-schools-performance-standards
- Written by: Lindsey Rousseau
The DfE has provided additional funding to National Star College to provide training in assistive technologies to teachers and leaders. This training will help to secure remote education arrangements for pupils with special educational needs. Advice and guidance is also available to support the development of an inclusive curriculum. Between now and March 31st, National Star will:
- Boost the support available through the Demonstrator Network, through training specifically targeted on SEND practice using accessible technology in order to ensure skills and knowledge sustainability within the Demonstrator network.
- Teacher and SENCo training through online learning covering teaching techniques, accessibility considerations and assessment methodologies.
- Leadership training focused on including curriculum design
· Pupil assessments, partnering with demonstrators and special educational needs co-ordinators (SENCos) guide them through an initial assessment of pupil need before any interventions take place.
- Written by: Lindsey Rousseau
The annual SEND Tribunal report was published by HMCTS last week, and the link to the publication on the gov.uk website is:
https://www.gov.uk/government/statistics/tribunal-statistics-quarterly-july-to-september-2020
- Written by: Lindsey Rousseau
The published NatSIP response to the Education Select Committee Inquiry on the impact of Covid-19 can be found at https://committees.parliament.uk/writtenevidence/8329/pdf/
- Written by: Brian Lamb
The DfE response to the Select Committee on SEND, which was published on 23rd July, can be found through this link:
- Written by: Lindsey Rousseau
On 16 July 2020 July the Standards and Testing Agency updated their information about the Engagement Model:
As you will be aware, the Engagement Model is the new assessment (replacing P scales 1 to 4) for pupils working below the standard of national curriculum assessments and not engaged in subject-specific study. We published the Engagement Model guidance (see https://www.gov.uk/government/publications/the-engagement-model) in March 2020 and intended that it would become statutory from September 2020.
Following the disruption caused by coronavirus, we recognise that some schools may not have had the opportunity to engage with the guidance and training opportunities, and as a result may be less prepared to implement the Engagement Model. Therefore, the 2020/21 academic year will be a transitionary year (subject to the necessary legislation being made) where schools will have the time to prepare for, and start embedding, the model by:
- identifying the relevant cohort of pupils
- using the engagement areas to observe and assess the level of engagement for individual pupils
- evaluating the curriculum
We will also use a flexible approach for the submission of teacher assessment outcomes at the end of key stages 1 and 2. Schools that have used the engagement model will be able to report against it, and schools that need more time to implement this change will continue to have the option to assess against P scales 1 to 4, for one final year.
The proposal is that the Engagement Model will then become statutory from September 2021.
- Written by: Brian Lamb
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