SEND News
- Written by: Lindsey Rousseau
The Government today announced that the Family Fund will receive funding of £37.3m in 2020-21. This includes £10m which has been allocated to help families in response to the Covid-19 pandemic. More details can be found here:
https://www.gov.uk/government/news/37-million-to-support-children-with-complex-needs
The Family Fund provides grants to families on low incomes who have disabilities or severe medical conditions. You can find out more about the Family Fund here: https://www.familyfund.org.uk/
- Written by: Lindsey Rousseau
DfE have published a ‘framework’ to help schools plan for the phased re-opening of schools. It includes a number of excerpts which seem particularly relevant to professionals working in schools and services for pupils with Sensory Impairment, copied below:
Agree what returning support is available for vulnerable and/or disadvantaged children (including any dual-registered students) and put in place provision for the return of pupils with special educational needs and disabilities (SEND) in conjunction with families and other agencies and engage with partners who will help to provide that support, for example, local authorities.
Work with your local authority or trust (and where applicable NHS Clinical Commissioning Group) and families to identify what provision can be reasonably provided for in line with education, health and care (EHC) plans.
Agree ongoing approach for learning offer for vulnerable children and children of critical workers who are in school but not in the returning year groups.
Work with other school based-provision as necessary (for example, nursery, SEN unit) to ensure policies are aligned where they need to be.
Ensure you have considered the impact on staff and pupils with protected characteristics, including race and disability, in developing your approach.
https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020/opening-schools-for-more-children-and-young-people-initial-planning-framework-for-schools-in-england
- Written by: Lindsey Rousseau
The government has today published data on the number of children and young people with a statement of special educational needs (SEN) or education, health and care (EHC) plan in England. The publication also provides data on the administration of statements of SEN and EHC plans.
https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans
- Written by: Lindsey Rousseau
The Public Accounts Committee report on SEND has been published today.
- Written by: Lindsey Rousseau
Whole School SEND and nasen have launched a suite of videos covering specific SEND conditions on; ADHD, Acquired Brain Injury, Autism, Down’s Syndrome, Dyscalculia, Dyslexia, Dyspraxia, Hearing Impairment, Physical Disability, Social, Emotional and Mental Health, Speech, Language and Communication Needs and Visual Impairment.
- Written by: Lindsey Rousseau
**New findings from Bath Spa University, in collaboration with nasen, calls for end to overcomplicated administrative demands on SENCOs**
**The report recommends that a single, national template should be developed for the need’s assessment process and for Education, Health and Care plans**
New research launched today reveals that three-quarters (74%) of Special Educational Needs Coordinators (SENCOs) are being pulled away from supporting pupils with Special Educational Needs and Disabilities (SEND), to fulfil overcomplicated administrative demands and unrelated duties during allocated ‘SENCO’ time.
The Time is Now: Addressing missed opportunities for Special Education Needs Support and coordination in our schools - conducted by Bath Spa University and nasen - found that time-consuming Education, Health and Care (EHC) plan requests, and complex paperwork requirements from local authorities, are preventing them from being able to carry out their role effectively. The lack of consistency in practice and clarity of process across Local Authorities was highlighted as a key driver behind the unnecessary weight of administration, as well as moves to leave the profession.
Despite a call to legalise the protection of SENCO time in The National SENCO Workload Survey, which was published by Bath Spa University, nasen and the National Education Union (NEU) in 2018, only 50% of SENCOs said they had been allocated the same time as the previous year to facilitate the role – but also faced more pressure from senior leaders.
Only 17% of SENCOs stated that they had been allocated more dedicated time to carry out their role, in comparison to the previous academic year.
Furthermore, two-thirds (67%) of those allocated ‘extra’ time, are spending it on administration tasks, instead of directly supporting children, families and teachers.
One of the key recommendations from the report is to create a single, national template for the need’s assessment process and for Education, Health and Care plans.
The report makes a number of recommendations, including specific points in response to the Timpson Review on Exclusions, which are made in relation to the development of the SENCO role at a national and local level.
To read the full report, please visit: https://www.bathspa.ac.uk/schools/education/research/senco-workload/
- Written by: Lindsey Rousseau
The DfE have published the November 2019 edition of their SEND Newsletter.
You can download a copy from the NatSIP Website pdf here.
- Written by: Lindsey Rousseau
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