SEND News and Reforms
- Written by: Lindsey Rousseau
The Public Accounts Committee report on SEND has been published today.
- Written by: Lindsey Rousseau
On 30 April 2020, the DfE issued a newsflash about the publication of a document entitled Education, health and care needs assessments and plans: guidance on temporary legislative changes relating to coronavirus (COVID-19).
Both the guidance document, and the Annex referred to within it can be downloaded from the DfE Website here.
The ministerial letter which accompanied the newsflash can be downloaded pdf here .
- 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
DfE SEN Implementation team would like to signpost three key publications and an announcement that have taken place over the past couple of weeks:
- On Sunday 19 April, we published new Coronavirus (COVID-19): SEND risk assessment guidance written with input and steers from SEND sector organisations – this guidance builds on the COVID-19 guidance on vulnerable children and young people guidance published on 22 March, and explains the practicalities for local authorities and other providers in undertaking risk assessments for vulnerable children and young people with education, health and care plans, in light of school and college closures. We are asking local authorities to work with educational providers, families and the child or young person to carry out a risk assessment to judge whether the child or young person’s needs cannot be met safely at home. Where the risk assessment determines a child or young person with an EHC plan will be as safe or safer at an educational setting, it may be more appropriate for them to attend the educational setting.
- Alongside the risk assessment guidance, we also updated the Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak guidance – it sets out the different groups of vulnerable children and young people who might benefit from being encouraged to attend educational settings, where appropriate, and how we recommend providers follow-up on non-attendance.
- On Saturday 18 April, we announced that councils across England will receive a further £1.6 billion to help deal with the immediate impacts of coronavirus. This takes the total funding to support councils to respond to the pandemic to over £3.2 billion. The grant will be un-ringfenced, recognising local authorities are best placed to decide how to meet the major Covid-19 service pressures in their local area. Local authorities have discretion to spend it on children’s services such as SEND. Further details are at: https://www.gov.uk/government/news/government-pledges-extra-16-billion-for-councils
- Finally, on 7 April we published an initial list of free online education resources for home education which includes SEND-specific home learning resources to help support parents, teachers and schools, during this period. These have been developed in collaboration with SEND organisations, charities, special school head teachers and multi-academy trusts. This list is by no means exhaustive, and we plan to refine and add to it over time. If you have recommendations for us to consider adding to this list of resources, please email This email address is being protected from spambots. You need JavaScript enabled to view it..
Quick links:
COVID-19 guidance on vulnerable children and young people
Coronavirus (COVID-19): SEND risk assessment guidance
Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak
Coronavirus (COVID 19): list of online education resources for home education
- Written by: Lindsey Rousseau
You will have seen the announcements over the past few days about school closures for everyone except children of critical workers and vulnerable children, in order to prevent the spread of coronavirus.
The government has now published questions and answers about these changes at: https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people.a>
The government has also published guidance on isolation and COVID-19 to support management of children and young people in residential educational settings, including boarding schools, residential special schools and specialist colleges and children’s homes: https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-
We understand that these are uncertain times and that you will have a lot of questions and concerns. We encourage you to keep up-to-date by regularly checking the gov.uk webpages; this is where we will publish reliable updates and guidance. We will endeavour to signpost new or updated guidance via newsflash emails. If you need any further advice, you can speak to an adviser on the DfE Coronavirus helpline. The number is 0800 046 8687 – lines are open 8am-6pm Monday – Friday, and 10am-4pm on Saturday and Sunday.
The other most recent updates on the school closures announcements are:
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A transcript of the Secretary of State’s announcement to the House about school closures.
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The press notice issued by the Secretary of State.
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The prime minister’s announcement.
- 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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