May News Update

 

 

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The Key – State of Education Survey Report 2016

Spotlight on schools: illuminating the challenges and priorities in school leadership today.

In order to compile this State of Education report, the Key collected the views of more than 2000 school leaders and governors across the country.

The report covers:

  • Pupil applications and places
  • Pupils’ readiness for school
  • Workload and morale
  • Teacher recruitment and retention
  • Curriculum, assessment and accountability

The full document can be downloaded here:

http://www.joomag.com/magazine/state-of-education-survey-report-2016/0604114001462451154?short

 

Making it Personal 3 – A guide to Personalisation, Personal Budgets and Education, Health and Care Plans – DfE and Kids

Making it Personal 3 aims to support innovative and creative use of educational personal budgets across England, guidance was produced for both young people and also educational providers and local authority education departments. Written by Dr Rona Tutt, the guide builds on previous work by Kids. In addition to the guidance, the Young People’s Engagement Group have produced a video Personal Budgets explained.

http://www.kids.org.uk/mip3

 

Mapping user experience of the Education, Health and Care process: a qualitative study – Department for Education and Government Social Research

This report is based on a small-scale qualitative study. 77 parents and 15 young people with SEND were interviewed along with over 120 professionals from four local authorities in England.

https://www.gov.uk/government/publications/education-health-and-care-process-mapping-user-experiences

Ofsted and CQC Inspection of local areas

Ofsted and CQC have published their framework and handbook for the inspection of local areas’ effectiveness in identifying and meeting the needs of children and young people who have SEND.

The inspections will begin in May 2016.

https://www.gov.uk/government/publications/local-area-send-inspection-framework

https://www.gov.uk/government/publications/local-area-send-inspection-guidance-for-inspectors

 

Independent special schools and colleges

New lists of all independent schools and colleges for children with special educational needs or disabilities (SEND), including:

  • schools and colleges approved under section 41 of the Children and Families Act 2014 in England and Wales
  • independent special schools in England, including non-maintained special schools (NMSS)

https://www.gov.uk/government/publications/independent-special-schools-and-colleges

 

SEN and disability reform: S31 grant determinations

This document details the amount the DfE have allocated each local authority to implement the SEND reforms.

Also included are details of funding for the 9 local authorities acting as regional leads for the reforms in the 2015 to 2016 financial year.

https://www.gov.uk/government/publications/sen-and-disability-reform-s31-grant-determinations

   

What maintained schools must publish online – DfE – Updated April 2016

Every local-authority-maintained school must publish specific information on its website to comply with The School Information (England) (Amendment) Regulations 2012.

Academies and free schools need to check their funding agreement to find out what they should publish on their website.

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online

 

Schools: statutory guidance – DfE – Updated April 2016

Statutory guidance sets out what schools and local authorities must do to comply with the law. They should follow the guidance unless they have a very good reason not to.

There is some guidance that must be followed without exception. In these cases it is made clear in the guidance document itself.

All the statutory guidance documents can be found here:

https://www.gov.uk/government/collections/statutory-guidance-schools

 

Focus on SEND training – nasen supported by DfE

Focus on SEND training is a free course aiming to help teachers and educational practitioners working across the 0 – 25 years age range to develop high quality practice in order to better meet the needs of their learners with SEND. It is based on the evidence of what constitutes good continuing professional development (CPD) and so takes a practice- led, enquiry-based and collaborative approach.

The modules explore: high quality practice and what this means for SEND; the participation and engagement both of children or young people and of their parents and families; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; meeting needs and how the cycle of assess, plan, do, review can be used to best effect.  Focus on SEND training offers both online content and opportunities to carry out practical activities in your own setting.

http://oln.nasen.org.uk/