News Update June 2019

Welcome back – I hope you all had a relaxing half term and ready for the final push to the end of the school year.

Statements of SEN and EHC Plans: England 2019 – DfE – May 30th

This document outlines the statistics and analysis on statements of special educational needs (SEN) and education, health and care (EHC) plans in England based on census data collected in January 2019.

Key messages

  • 11% increase in number of EHCPs statements from 2017 to 2018
  • 16% increase in number of new EHCPs in 2018 compared to 2017
  • 60% of new EHCPs issued in 20 weeks (65% in 2017)
  • Pupils aged 11 – 15 account for largest percentage with EHCP
  • 95% of new EHC Needs assessments result in an EHCP being issued
  • 8% increase in the number of pupils attending specialist provision
  • 3,486 – the number of pupils awaiting the provision that is named on an EHCP

For a copy of the statistics visit:

You can find an excellent summary of all the data on the Special Needs Jungle website:

SEND Crisis Marches Across England

On 30th March a significant number of parents, professionals, children and young people took part in SEND Crisis marches in various places across England. Thank you to everyone who gave up a day of their half-term to attend one of these events to raise awareness of the SEND funding crisis that currently exists in all local authorities and having a huge impact on SEND support in our schools.

You can find about more information by following SEND National Crisis on Facebook

 Ofsted’s new inspection arrangements to focus on curriculum, behaviour and development – May 2019

On the 14th May Ofsted published their new inspection frameworks. From September 2019, Ofsted will refocus inspections of schools, early years settings and further education and skills providers, to make sure that learners are receiving a high-quality education that puts them on a path to future success.

Ofsted inspectors will spend less time looking at exam results and test data, and more time considering how a nursery, school, college or other education provider has achieved their results. That is, whether they are the outcome of a broad, rich curriculum and real learning, or of teaching to the test and exam cramming.

To view all of the new handbooks visit:

Education inspection framework 2019: a report on the responses to the consultation

Ofsted have also published the responses to the consultation.  They received more than 15,000 responses to the consultation. This included almost 11,000 responses to the online questionnaire, more than 600 responses by email and post, and more than 4,000 responses as a result of a campaign by YoungMinds.

The Executive Summary can be found here:

The Timpson Review of School Exclusion – May 2019

The Timpson Review published on 7th May makes 30 recommendations to Government as it highlights variation in exclusions practice across different schools, local authorities and certain groups of children. The report concludes that while there is no optimal number of exclusions, there needs to be action to ensure permanent exclusions are only used as a last resort, where nothing else will do.

Vulnerable groups of children are more likely to be excluded, with 78% of permanent exclusions issued to children who had special educational needs (SEN), or classified as in need or eligible for free school meals.

The Timpson Review of School Exclusion: Government Response – May 2019

The Government’s response includes four key commitments:

  1. We will always support head teachers to maintain safe and orderly environments for the benefit of all pupils and staff in their schools;
  2. We will support schools and their partners to put in place effective interventions to give pupils at risk of exclusion the best chance to succeed
  3. We will provide greater clarity for school leaders about when and how it is appropriate for children to be removed from their school, and make sure there is sufficient oversight when pupils move around the education system; and
  4. We will support schools and providers of alternative provision so that pupils who have been excluded from school continue to benefit from high quality education


Provision for children and young people with SEND and those who need alternative provision: how the financial arrangements work – DfE – May 2019

The DfE is inviting individuals and organisations to consider how the SEND and AP financial arrangements in England could be improved to help local authorities, schools, colleges and other providers in supporting children and young people:

  • with special educational needs and disability (SEND)
  • who require alternative provision (AP) or are at risk of exclusion from school

They welcome views on changes to the funding system that could help in getting the best value from the resources available.

Closing date is 31st July 2019

Character and resilience: call for evidence – DfE – May 2019

This call for evidence seeks views on the importance of character and resilience in young people. It welcomes examples of good practice in developing character in pupils in schools, colleges and other educational settings.

Consultation closes on 5th July

 Relationships education, relationships and sex education (RSE) and health education – DfE – May 2019

The DfE is introducing compulsory Relationships Education for primary pupils and Relationships and Sex Education (RSE) for secondary pupils from September 2020. Also, from September 2020 it will be compulsory for all schools to teach Health Education. They have produced a series of questions and answers to support schools in implementing these.

Exploring the issue of off-rolling – YouGov on behalf of Ofsted – May 2019

Off-rolling is the practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from the school roll, when the removal is primarily in the interests of the school rather than in the best interests of the pupil.

This survey looked at the views of 1,018 teaching professionals from primary and secondary schools across England.

SEND Leadership Programme – nasen

Nasen’s SEND Leadership Programme (SLP) is designed to support your professional progression by enabling you to complete a National Professional Qualification for Senior Leadership (NPQSL) which focuses specifically upon SEND.

All leaders are leaders for children and young people with SEND. The SEND Leadership Programme (SLP) enables you to explore what this means in the context of your school or group of schools. Whether you have a particular interest in SEND and want to develop the understanding about senior leadership in this area or whether you are keen to expand your general leadership effectiveness for SEND, nasen’s SLP can support you.

Course Features

  • 4 face-to-face training sessions spread across a year
  • Leadership development including a focus on SEND
  • Course reading
  • Assessment through an in-school impact project

For more information visit:

SENCO Induction Pack – Whole School SEND

The SENCO Induction Pack will support new SENCOs at the start of their journey before they complete the NASENCO qualification.

It provides useful information to those working with SENCOs or who are interested in taking up the post in the future. It is also a really excellent aide-memoir for existing SENCOs. Free to download from

The SENCO Forum

The SENCO Forum has recently moved from the DfE to the SEND Gateway. It has been updated and much improved. It is an independent e-community for Special Educational Needs Coordinators and others who are involved in the education of pupils with SEND.

You can browse the forum threads, give feedback, ask a question, and search to find answers to any issue that you might be facing.

Epilepsy Action – Epilepsy Tool-kit for schools

Epilepsy Action has recently produced a Tool-kit to support schools working with students with Epilepsy. The tool-kit includes an Individual healthcare plan (which could be adapted for any medical need) and a sample medical conditions policy.

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