Latest News Update – March 2020
It has been a while since I posted a news up – date so quite a lot to tell you this time.
COVID-19: guidance for educational settings
The DfE have published guidance for schools and other educational settings in providing advice about the novel coronavirus, COVID-19.
This guidance will assist schools and other educational settings in providing advice for pupils, students, staff and parents or carers regarding:
- the novel coronavirus, COVID-19
- how to help prevent spread of all respiratory infections including COVID-19
- what to do if someone confirmed or suspected to have COVID-19 has been in a school or other educational setting, and
- what advice to give to individuals who have travelled from specified countries or areas within the last 14 days, including school trips
They have also published a poster to accompany the guidance and should be downloaded, printed and displayed in all education settings. It is aimed at parents, carers, students, headteachers, teaching and support team staff.
https://www.gov.uk/government/publications/guidance-to-educational-settings-about-covid-19
Behaviour Hubs
On 28th February the Secretary of State for Education announced a £10 million programme for schools with poor discipline to get expert help from those with exemplary behaviour practices to prevent disruption in the classroom
Tom Bennett – the DfE Adviser on behaviour will lead a team of 7 expert advisers who will support the hubs. The behaviour hubs programme will enable schools with exemplary behaviour to work with other schools to improve their behaviour culture.
In advance of the programme beginning in September 2020 the DfE are looking to appoint approximately 20 lead schools from across primary, secondary, special and alternative provision sectors plus they are also looking for 2 to 3 MATs with excellent behaviour management willing to support other trusts.
If selected as a lead school or MAT, you will have the opportunity to help schools across the country build cultures and systems which promote excellent pupil behaviour.
https://www.gov.uk/guidance/behaviour-hubs#apply-to-be-a-lead-school-or-a-lead-multi-academy-trust
Keeping Children Safe in Education
The DfE are seeking views on proposed changes to the statutory guidance ‘Keeping children safe in education’, with a view to making changes for September 2020.
In Part 1 the DfE proposes additional guidance for staff on:
- Mental health
- Criminal exploitation
- Children who may need early help
- Online abuse
- Child sexual exploitation
- Abuse in intimate relationships
- Initiation/hazing
In Part 4 – Guidance on ‘transferable risk’ (managing allegations against staff) – new criteria, which means you’ll be expected to follow your procedures where someone’s been involved in an incident outside of school which didn’t involve children, but could have an impact on their suitability to work with them
The DfE is also seeking views on the role of the designated safeguarding lead (DSL). The consultation is open until 21st April. There are a number of consultation events for DSLs across England – you will find these if you scroll down the following page.
Baseline Assessment
The DfE have confirmed that all new primary school pupils will take the reception baseline assessment from September 2020. This will be undertaken by all children in their first six weeks of primary school.
This will pave the way for the removal of the national curriculum assessments at the end of key stage 1 from 2022/23.
This follows a validity report based on a national pilot that confirmed that the new assessments provide an accurate assessment of a pupils’ starting point from which to measure the progress they make in primary school.
The assessment will take roughly 20 minutes per pupil and will be carried out one-to-one with pupils, and does not have a pass mark.
Children will be assessed orally through simple, practical tasks which could include counting or describing pictures, reflecting the types of activities which many parents already do with their children at home.
https://www.gov.uk/government/news/key-stage-1-sats-replacement-to-be-rolled-out-from-september
New Parliamentary Under – Secretary of State for Children and Families appointed
Vicky Ford MP was appointed Parliamentary Under Secretary of State for Children and Families at the Department for Education on 14 February 2020. She will have responsibility for children’s social care, SEND. early years policy and childcare, alternative provision, disadvantage and social mobility, school food including free school meals, children and young people’s mental health, online safety and preventing bullying in schools and policy to protect against serious violence.
Ofsted’s Annual Report
Amanda Spielman, Ofsted’s Chief Inspector, launched the Annual Report on 21st January. There is a whole section on SEND (pp.85 – 90) which raises several points:
- There are problems accessing the right education and support. This is partly due to the increase in the number of children and young people with an Education, Health and Care Plan, 3,500 of whom were waiting for provision (at January 2019)
- Pupils with SEND are five times more likely to be permanently excluded from mainstream schools than those without SEND; for over half of these pupils, SEMH was recorded as their primary need at the time of exclusion
- Half of local areas inspected in Area SEND Inspections have been required to produce a written statement of action, an indication of significant weaknesses. Weak features in areas with a written statement of action include joint commissioning, the health component of EHCPs, the local offer, and co-production
The Engagement Model
The Standards and Testing Agency (STA) have finally published The Engagement Model for those pupils working within P1 – 4. The STA state that this is draft guidance will be reviewed before spring 2020, when a final version will be published.
Following the Rochford Review, the government announced plans to introduce the engagement model. This is a new form of assessment for pupils working below the standard of the national curriculum tests and not engaged in subject-specific study. It replaces P scales 1-4, and subject to consultation and final ministerial decision, will become statutory from the 2020/21 academic year.
The engagement model has 5 areas of engagement:
- Exploration
- Realisation
- Anticipation
- Persistence
- initiation
The areas allow teachers to assess pupils’ engagement in developing new skills, knowledge and concepts in the school’s curriculum by demonstrating how pupils are achieving specific outcomes. They represent what is necessary for pupils to fully engage in their learning and reach their full potential.
For further information visit: https://www.gov.uk/government/publications/the-engagement-model
Pupil Premium rates increased
The government has announced that pupil premium and service premium rates will increase in line with inflation for the financial year 2020 to 2021 in April 2020.
Free school meals
Schools get £1,320 for every primary age pupil or £935 for every secondary age pupil, who claims free school meals, or who has claimed free school meals in the last 6 years.
From April 2020 the new rates will be: £1,345 per primary-aged pupil and £955 per secondary-aged pupil
Looked-after and previously looked-after children
Schools get £2,300 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order.
Local authorities get the same amount for each child they are looking after; they must work with the school to decide how the money is used to support the child’s Personal Education Plan.
From April 2020, the new rate will be £2,345 per eligible pupil.
Period products in schools and colleges
The DfE have issued guidance for schools and post-16 education organisations in England on providing free period products for all learners.
This means learners at all state-maintained schools and 16 to 19 education organisations in England will have access to free period products in their place of study.
To make sure organisations have access to a wide range of period products in the most cost-effective and efficient way, we have a contract with Personnel Hygiene Services Limited (phs). This allows you to order period products and have them delivered when you need them.
For further information visit: https://www.gov.uk/government/publications/period-products-in-schools-and-colleges/period-product-scheme-for-schools-and-colleges-in-england
The time is now: Addressing missed opportunities for SENCOs in our schools
New research published in January revealed that 74% of SENCOs are no longer supporting children and young people but are having to undertake bureaucratic administrative duties and other tasks during their dedicated SENCO time.
This survey was a follow-up from the SENCO survey (September 2018) carried out by Bath Spa University and nasen.
To read the full report visit:
New Product from Ruby Tuesday Books
Ruby Tuesday Books have published a chilling Hi-Lo science-fiction thriller for readers aged 12+. Centauri: When nature and the government don’t want you to exist, every day becomes a fight for survival… and the truth.
https://www.rubytuesdaybooks.com/schoolsite/pages/centauri.html
News Update – November 2019
I hope you all had a good half term. Halloween, Bonfire Night and Diwali are behind us and we are on the countdown to a General Election and Christmas. Although it is easy to reflect on what has happened in the world of SEND over the last half term it is far more difficult to predict what will be happening after December 12th. Watch this space!
House of Commons Education Committee – Special Educational Needs Report – 23rd October 2019
Eighteen months after the HoC Education Committee began their Inquiry into SEND they have finally published their report. The 127 page report states that a generation of children and young people with special educational needs and disabilities are failing to receive the support they deserve, with poorly implemented legislation leaving families facing a nightmare of bureaucracy, buck-passing and confusion.
The Committee heard from more than 70 witnesses and received more than 700 submissions of written evidence.
The Committee concludes that while the reforms to support children and young people contained in the Children and Families Act 2014 were the right ones, poor implementation has put local authorities under pressure, left schools struggling to cope and, ultimately, thrown families into crisis.
You can read the full report here: https://publications.parliament.uk/pa/cm201920/cmselect/cmeduc/20/20.pdf
Not going to plan? – Education Health and Care Plans two years on – Local Government & Social Care Ombudsman – October 2019
This report gives a fresh picture of the Local Government Ombudsman’s caseload since their report about EHCPs published two years ago in October 2017.
In 2018-19 the Local Government Ombudsman received 45% more complaints that in 2016-17 and they carried out 80% more detailed investigations. Most concerning of all was that nearly 9 out of 10 investigations (87%) were upheld.
The most serious issues that were investigated were:
- Severe delays – of up to 80 weeks delays
- Poor planning and anticipation of needs
- Poor communication and preparation for meetings
- Inadequate partnership working
- Lack of oversight from senior managers.
Case studies from some of their investigations can be found here:
EYFS, Key Stage 1 and Key Stage 2 Assessment and Reporting Arrangements (ARA) – STA – October 2019
The STA have published the ARA guidance for 2019 – 20. This guidance sets out the statutory requirements for EYFS, KS1 and KS2 national curriculum assessment and reporting for the 2019 -20 academic year.
Teacher assessment guidance has also been produced for KS1 and KS2
https://www.gov.uk/government/publications/key-stage-1-teacher-assessment-guidance
https://www.gov.uk/government/publications/key-stage-2-teacher-assessment-guidance
Revised Access Arrangement information and guidance will be published in December.
Early Years Foundation Stage Reforms
The DfE have launched a consultation on proposed changes to the EYFS framework. This consultation seeks views on changes to the statutory framework for the early years foundation stage (EYFS). This includes proposed reforms to the learning and development and early years foundation stage profile (EYFSP) assessment requirements, as set out in the EYFS framework. In addition, it seeks views on an amendment to the safeguarding and welfare section of the framework.
The consultation is open until 31st January 2020.
You can find further information and how to contribute to the consultation on the DfE website:
https://consult.education.gov.uk/early-years-quality-outcomes/early-years-foundation-stage-reforms/
Relationships, sex and health education: guides for parents
The DfE have published guides for parents of primary and secondary age pupils that schools can use to communicate with them about teaching relationships and health education. The guides are published in a number of languages.
https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools
Character education framework
The DfE have recently published non-statutory guidance to schools on character education and development for pupils. This guidance is for school leaders and teachers considering the rationale for character education and personal development, and the practicalities of provision and delivery.
The guidance will support schools as they consider
- the 2019 Ofsted inspection framework
- the social, moral, cultural and spiritual development of pupils
- preparations for the introduction of ‘Relationships education’ and ‘Health education’ in primary schools, and ‘Relationships, sex and health education’ in secondary school
The guidance provides schools with 6 benchmarking questions to support reflection and the self-evaluation of current provision.
https://www.gov.uk/government/publications/character-education-framework
SEND tribunal trial – plans to extend the current special educational needs and disability tribunal trial to 31 August 2020
Michelle Donelan, Parliamentary Under-Secretary of State for Children and Families recently wrote to all Directors of Children’s Services to set out her plans to extend the current Trial of the Special Educational Needs and Disability (SEND) Tribunal. The Trial, which was due to run until 31 March 2020, will be extended until 31 August 2020.
The Trial provides extended powers for the SEND Tribunal to hear, and make non-binding decisions about, appeals relating to health and social care aspects of Education, Health and Care (EHC) plans.
APPG report on Dyslexia is published
The British Dyslexia Association has published the report of the All Party Parliamentary Group into dyslexia, the ‘Educational Cost of Dyslexia’.
The Educational Cost of Dyslexia states that ‘our education system is often hindering rather than helping’ children and young people with dyslexia, and outlines why we need to change our current approach. It also offers some suggestions as to how this could be done, in order to identify dyslexia early, support it well, and save money both directly and through wider benefits to the economy.
Suggestions for improvement include:
- removal of the spelling, punctuation and grammar marks from tests other than English Language GCSE
- allow young people with dyslexia to use laptops/tablets in all classes and all exams, including English Language GCSE
- have a specialist dyslexia teacher assessor in every school
- training on dyslexia during ITT and as part of CPD, particularly for NQTs
You can read the full report on the BDA website: https://www.bdadyslexia.org.uk/news/appg-education-report
School inspection update: academic year 2019 to 2020
The latest update for inspectors and stakeholders was published on 1st November. This update contains the latest information and guidance about Ofsted’s inspection work in schools.
This issue focuses on the minor changes to the section 5 and section 8 handbooks following the first two months under EIF.
https://www.gov.uk/government/publications/school-inspection-update-academic-year-2019-to-2020
Improving Social and Emotional Learning in Primary Schools
This guidance report aims to help primary schools support children’s social and emotional development. It draws on a recent review of the evidence about social and emotional learning conducted by the University of Manchester, which was funded by the Education Endowment Foundation (EEF) and the Early Intervention Foundation (EIF). It also draws on a wider body of evidence and expert input.
Wellbeing, reading and writing resources from National Literacy Trust
National Literacy Trust research shows that children who enjoy reading are three times more likely to have good mental wellbeing than children who don’t enjoy reading
The report, based on a survey of almost 50,000 UK school children aged 8 to 18, found that:
- Children who are the most engaged with reading and writing are much happier with their lives than children who are the least engaged
- As children transition from primary to secondary school, their levels of literacy engagement and mental wellbeing both decline and continue on this downward path
- Boys who are the most engaged with reading and writing have higher levels of mental wellbeing than girls who are engaged
NLT have worked with children’s mental health charity, Place2Be, to develop a series of free wellbeing-themed teaching resources for primary schools, secondary schools and parents.
https://literacytrust.org.uk/resources/wellbeing-reading-and-writing-resources/
News Update – Back to School September 2019
Welcome back to a new school year. I hope you have all had an enjoyable and restful summer and are fully prepared for the year ahead.
In this back to school update I hope to bring you all the news, documents, policies and information that was published over the summer break.
Major review on SEND announced
On the 6th September the DfE announced they were going to carry out a major review of SEND.
The review aims to improve the services available to families who need support, equip staff in schools and colleges to respond effectively to their needs as well as ending the ‘postcode lottery’ they often face.
We are also awaiting the SEND Report from the Education Select Committee and a SEND report from the National Audit Office. Watch this space for more details!
New Ministerial Team
Following the appointment of Boris Johnson as Prime Minister there was a reshuffle of a number of Cabinet posts including within the Department of Education. The new ministerial team is:
- Secretary of State for Education – The Rt Hon Gavin Williamson CBE MP
- Minister of State (Minister for School Standards) – The Rt Hon Nick Gibb MP
- Parliamentary Under Secretary of State (Minister for Children and Families) – Kemi Badenoch MP
- Parliamentary Under Secretary of State (Minister for the School System) – Lord Agnew
In the last week Kemi Badenoch has gone on maternity leave and Michelle Donelan ( MP, Chippenham) has taken on the role and presumably will take lead political responsibility for the review.
Special educational needs in England: January 2019 – DfE – July 2019
The DfE published the latest information from the school census on pupils with special educational needs (SEN) and SEN provision in schools.
- 318 million pupils identified with SEND (14.9%)
- 200 pupils with EHCP (3.1%)
- Increase of 17,500 since Jan.18
- 047 million on SEN Support (11.9%)
- 23% of those on SEN Support – SLCN
- 29% of those with EHCP – ASD
Keeping Children Safe in Education – DfE – September 2019
On 2nd September 2019 the DfE published the revised Keeping Children Safe in Education statutory guidance for schools and colleges on safeguarding children and safer recruitment.
The only real change from 2018, is the inclusion of the voyeurism activity ‘up skirting’.
https://www.gov.uk/government/publications/keeping-children-safe-in-education–2
Relationships education, relationships and sex education (RSE) and health education – DfE – July 2019
Following the announcement that these subjects would become compulsory from September 2020, the DfE have now published the statutory guidance for schools to follow. Although the new curriculum will be mandatory from September 2020 schools are encouraged to adopt the new curriculum early from September 2019.
Schools must have regard to the guidance and, where they depart from those parts of the guidance which state that they should, or should not, do something, they will need to have good reasons for doing so.
National mental health programme between schools and NHS – DfE – July 2019
The previous Education Secretary Damian Hinds set out the next steps in bringing together services for young people in need of mental health support. He announced a national roll out of a £9.3 million training scheme. The four-year scheme will be led by the Anna Freud National Centre for Children and Families.
Starting in September, the training will be rolled out to schools and colleges in phases over four years, being offered to up to 22,000 schools and colleges, including alternative provision settings.
The Link Programme will deliver just under 1,000 training sessions across England involving two whole-day workshops for up to 20 schools at a time to cover all 22,000 schools, encouraging collaborative work so children do not fall between the cracks or experience poor transition between services.
https://www.annafreud.org/linkprogramme/
Reducing the need for restraint and restrictive intervention – DfE – June 2019
This finalised guidance, published at the same time as the DfE consultation response, is for health services, social care services and special education settings.
It sets out how to support children and young people with learning disabilities, autistic spectrum conditions and mental health difficulties who are at risk of restrictive intervention.
Restraint in mainstream settings and alternative provision –DfE – June 2019
The guidance (above) on reducing the need for restraint and restrictive intervention in special schools (and health and social care settings) aims to help settings adopt a preventative approach to supporting children and young people whose behaviour challenges as a result of learning disabilities, autistic spectrum conditions or mental health difficulties.
The Department for Education wants to gather views on whether:
- there is a need for guidance for mainstream schools, mainstream post-16 settings and alternative provision
- guidance should apply to a wider cohort of children and young people with special educational needs and disabilities
The consultation closes on 17 October 2019.
Teaching online safety in school – DfE – June 2019
DfE recently published guidance supporting schools to teach their pupils how the stay safe online. This guidance is for school leaders, school staff and governing bodies. It applies to all local-authority-maintained schools, academies and free schools.
The interventions and support information may also be helpful for early years settings, colleges and other post-16 institutions.
This guidance outlines how schools can ensure their pupils understand how to stay safe and behave online as part of forthcoming and existing curriculum requirements.
https://www.gov.uk/government/publications/teaching-online-safety-in-schools
Additional funding for schools includes £700 million for SEND – DfE – August 2019
On 30th August, the government announced a funding boost of £14 billion for schools, from 2020 until 2023. This will include an increase in the minimum per pupil funding, taking secondary schools to a minimum of £5000 per pupil and primary schools to £4000 per pupil, the money includes £700 million in 2020-21 for SEND. There are no details at the moment of how this money will be distributed.
Reception Baseline
Just over half of all primary schools that are eligible have registered to take part in the pilot of the Reception baseline assessment this September. They will administer the assessment within six weeks of a child joining Reception and will provide feedback prior to the assessment becoming statutory in September 2020.
JCQ ‘Access Arrangements and Reasonable Adjustments’ 2019/2020
The 2019/20 JCQ ‘Access Arrangements and Reasonable Adjustments’ document is now available on the JCQ website.
JCQ has removed the assessment and completion of Form 8 parts of the application process for those needing a reader (either a computer or human) in Access Arrangements and Reasonable Adjustments 2019-20. Now, dyslexic students will be able to have a reader so long as it reflects their normal way of work and that this is evidenced by the school’s SENCO.
JCQ will not be sending out hard copies of the document as they have done in previous years. Instead they have been working on an interactive version of the AARA which will be available through AAO for those of you based in centres who can login to the AAO site.
The plan is for the interactive document to be available in early October.
The PDF version will remain available for those of us not based in a centre.
Whole School SEND Index: An analysis of SEND data nationally and by RSC region – June 2019
The SEND Index looks at national SEND data from across England on a variety of indexes that tell us what is happening for pupils with special educational needs. The measures compared include identification of need, attainment and exclusions.
https://www.sendgateway.org.uk/whole-school-send/send-research/
Overshadowed – The mental health needs of children and young people with learning disabilities – Children and Young Person’s Mental Health Coalition – June 209
This document, Overshadowed, finds that children and young people with learning disabilities are more than four times more likely to develop a mental health problem than average. This means that 14% or one in seven of all children and young people with mental health difficulties in the UK will also have a learning disability.
http://www.cypmhc.org.uk/resources/overshadowed
New Publications
How to be a Brilliant SENCO – Helen Curran – nasen Spotlight – Routledge
http://www.senbooks.co.uk/view-product/How-to-be-a-Brilliant-SENCO
The SENCO Handbook – Sarah Martin-Denham & Steve Watts – Corwin
http://www.senbooks.co.uk/view-product/The-SENCO-Handbook-Leading-provision-and-practice
The Mentally Healthy Schools Workbook – Pooky Knightsmith – Jessica Kingsley Publishers
https://www.jkp.com/uk/the-mentally-healthy-schools-workbook.html
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.
1 day Youth Mental Health First Aid (MHFA) Champion Course
There are a few places left on my one day Mental Health Champion Course being run at Nuffield Health and Fitness Centre, 20 Ashbrook Drive, Rubery, Birmingham B45 9FN on Monday 1st July. The cost is £150 includes refreshments, lunch, manual and workbook
https://lpec.org.uk/mental-health/
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: https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2019
You can find an excellent summary of all the data on the Special Needs Jungle website: https://www.specialneedsjungle.com/ehcps-in-2019-bedded-in-or-bogged-down/
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 https://www.facebook.com/SENDNationalCrisis/
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: https://www.gov.uk/government/collections/education-inspection-framework
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: https://www.gov.uk/government/consultations/education-inspection-framework-2019-inspecting-the-substance-of-education/outcome/education-inspection-framework-2019-a-report-on-the-responses-to-the-consultation
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.
https://www.gov.uk/government/news/edward-timpson-publishes-landmark-exclusions-review
The Timpson Review of School Exclusion: Government Response – May 2019
The Government’s response includes four key commitments:
- We will always support head teachers to maintain safe and orderly environments for the benefit of all pupils and staff in their schools;
- 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
- 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
- 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
https://www.gov.uk/government/consultations/character-and-resilience-call-for-evidence
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.
https://www.gov.uk/government/publications/off-rolling-exploring-the-issue
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: http://www.nasen.org.uk/professional-learning/send-leadership-programme/
nasen awards – October 2019
The nasen awards seek to recognise and share the best practice which, ultimately, really benefits children and young people with special and additional educational needs and disabilities (SEND). To have this impact, there are some common features of practice which we would expect to see evidenced across the categories. These features are:
- inclusive leadership and governance which would be visible at every tier in an organisation
- a collaborative approach to working
- productive engagement with the full community of the organisation
- innovation
- a commitment to sharing effective practice beyond own organisation
Nominations are now open and will close on 19th July 2019
http://www.nasen.org.uk/about/awards/
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 https://www.sendgateway.org.uk/whole-school-send/sencos-area/
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.
https://www.thesencoforum.org.uk/
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.
http://learn.epilepsy.org.uk/training-for-schools/
Spring Term Update 2019
Some of you reading this will already be on your Easter break but many of you will be counting down the hours until Friday when you will get your well – deserved Easter holiday. I hope you all manage to get some rest and relaxation after a very long term.
I have brought together the key SEND documents and information that have been launched this term (probably less than normal due to the government being involved in other things!)
Statements of SEN and EHC plans: England, DfE January 2019
Updated information on statistics and analysis on statements of special educational needs (SEN) and education, health and care (EHC) plans in England. This now includes national and local authority tables.
https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018#history
One of the largest mental health trials launches in schools – DfE – February 2019
To mark Children’s Mental Health Week (4-10 February), the Education Secretary Damian Hinds announces that up to 370 schools in England will take part in a series of trials testing different approaches to supporting young people’s mental health.
Children will benefit from mindfulness exercises, relaxation techniques and breathing exercises to help them regulate their emotions, alongside pupil sessions with mental health experts. The study will run until 2021 and aims to give schools new, robust evidence about what works best for their students’ mental health and wellbeing.
NHS England also announced two initiatives that they were leading on:
- Establishing new Mental Health Support Teams (MHSTs) – to develop models of early intervention on mild to moderate mental health issues, such as exam stress, behavioural difficulties or friendship issues, as well as providing help to staff within a school and college setting. The teams will act as a link with local children and young people’s mental health services and be supervised by NHS staff
There are twenty-five Trailblazer areas across England. They are Newcastle, Hertfordshire, Gloucestershire, Buckinghamshire, Camden, Northumberland, Stoke on Trent, Swindon, Berkshire West, Tower Hamlets, South Tyneside, Nottinghamshire, Oxfordshire, Hounslow, Liverpool, South Warwickshire, North Kent, Haringey, Doncaster & Rotherham, North Staffordshire, Bromley, Kirklees, SW London HCP, West London, Greater Manchester.
- Trialling a four-week waiting time for access to specialist NHS children and young people’s mental health services, building on the expansion of NHS services already underway.
The pilot authorities are Northumberland, Stoke on Trent and North Staffordshire, Gloucestershire, Buckinghamshire, Camden, Doncaster and Rotherham, South Warwickshire, Oxfordshire, Tower Hamlets, Haringey, Bromley, Greater Manchester.
The DfE are also currently considering the role and responsibilities on the Designated Senior Lead for Mental Health as outlined in the Green Paper – Transforming Children and Young People’s Mental Health. They are considering a specification for the role as well as what training will be required for someone to undertake this role effectively.
Working together to safeguard children – Updated – February 2019 – DfE
This document was updated to reflect how local authorities should notify the Child Safeguarding Panel.
https://www.gov.uk/government/publications/working-together-to-safeguard-children–2
New training for health visitors to boost early language skills – DfE – February 2019
Health visitors – who routinely do home visits to check on a child’s development at age two – will receive additional training to identify speech, language and communication needs early on, with a new assessment and support package.
Specialist training will be provided for 1,000 health visitors who will work in some of the most deprived communities in England, as part of the Government’s drive to tackle the ‘word gap’ – the gap in communication skills between disadvantaged children and their peers.
https://www.gov.uk/government/news/new-training-for-health-visitors-to-boost-early-language-skills
Key stage 2 tests: access arrangements – STA – February 2019
The STA updated their guidance for schools about access arrangements available for pupils participating in 2019 key stage 2 national curriculum tests (commonly called SATs). They have added a video about extra time.
https://www.gov.uk/government/publications/key-stage-2-tests-access-arrangements#history
Multiplication tables check: development update – STA – February 2019
From the 2019/20 academic year onwards, all state-funded maintained schools and academies (including free schools) in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils.
National voluntary pilot
A national voluntary pilot of the check will take place between 10 June and 28 June 2019. Schools and pupils are now able to access the MTC system, which includes the pupil ‘try it out’ area, to familiarise themselves with the check so that they are ready for the pilot in June, and before the check becomes mandatory in June 2020.
https://www.gov.uk/guidance/multiplication-tables-check-development-process
Reception baseline assessment – STA – February 2019
The Standards and Assessment Agency (STA) have produced further information about the development of an assessment for pupils in reception to measure their progress in primary schools from 2020.
Schools will carry out the assessment within the first 6 weeks of children starting school. It will be an activity based assessment of pupils’ ability in:
- language, communication and literacy
- mathematics
The assessment will be age appropriate, last approximately 20 minutes and teachers will record the results on a laptop, computer or tablet. It will not be used to label or track individual pupils. No numerical score will be shared, and the data will only be used at the end of year 6 to form the school-level progress measure. However, teachers will receive a series of short, narrative statements that tell them how their pupils performed in the assessment at that time. These can be used to inform teaching within the first term.
https://www.gov.uk/guidance/reception-baseline-assessment
Reception baseline assessment framework – STA – February 2019
The reception baseline assessment will provide the basis for a new way of measuring the progress primary schools make with their pupils. Unlike the current progress measure, this will give schools credit for the important work they do with their pupils between reception and year 2. The assessment framework provides details about the assessment for the pilot year, including information about the content of the assessment and its design.
https://www.gov.uk/government/publications/reception-baseline-assessment-framework
Governance handbook and competency framework – March 2019 – DfE
An updated version of this guidance on the roles and duties of governing boards, and advice on the skills, knowledge and behaviours they need to be effective has been published.
The ‘Governance handbook’ explains:
- governing boards’ roles and functions
- their legal duties
- where they can find support
- the main features of effective governance
Section 6.4.11 on page 69 onwards outlines the legal duties of governing bodies/trustees in relation to SEND.
The ‘Competency framework for governance’ sets out the knowledge, skills and behaviours that school and academy governing boards need to be effective.
The ‘Competency framework for clerking sets out the knowledge, skills and behaviours required to provide professional clerking to school and academy governing boards.
https://www.gov.uk/government/publications/governance-handbook
Multi-million pound fund to train more educational psychologists in schools – March 2019 – DfE
On 20th March the Department for Education outlined plans to support more young people with additional educational needs by launching a procurement exercise for experts to come forward and kickstart specialist training for more Educational Psychologists. The multi-million pound fund will see over 600 Educational Psychologist trainees receive free tuition and grants.
Alongside this announcement was the publication of the educational psychologist workforce research. This research maps the distribution and demographic profile of local authority educational psychologists in England and it also provides evidence on factors affecting shortages of trainee and qualified educational psychologists in some local authorities.
https://www.gov.uk/government/publications/educational-psychologist-workforce-research
School inspection update: academic year 2018 to 2019 – Ofsted – March 2019
The March issue of Updates for inspectors and stakeholders with the latest information and guidance about Ofsted’s inspection work in schools is now available.
Thousands of places created in new special free schools – DfE – March 2019
On 11th March the Secretary of State for Education, Damian Hinds, announced that around 3,500 extra school places were to be created for pupils facing the biggest challenges in their education.
Every region in the country will benefit from a new school, which include 37 special free schools and two alternative provision free schools.
https://www.gov.uk/government/news/thousands-of-places-created-in-new-special-free-schools
Relationships education, relationships and sex education (RSE) and health education: FAQs – April 2019 – DfE
The Department for Education 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.
Through these subjects, the DfE want to support all young people to be happy, healthy and safe – they want to equip them for adult life and to make a positive contribution to society.
There have been a number of common misconceptions around the subjects and so the DfE have published FAQs to support schools.
On Monday 25 February, the department published the updated statutory guidance and the government’s response to the consultation on the draft statutory guidance and regulations.
Draft Statutory Guidance can be found here: https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education
The department is looking for schools to act as early adopters of this curriculum and begin teaching the new subjects from September 2019. The department wants a strong reference group of schools to work with, leading up to and during the academic year 2019 to 2020, as support and training materials are prepared for full compulsory teaching. This approach allows early adopter schools the opportunity to assist the department to shape the advice for schools.
If your school is interested please visit the DfE website: https://www.smartsurvey.co.uk/s/RSHEearlyadopterschool/
Home education: call for evidence and revised DfE guidance – April 2019 – DfE
The long awaited response to the consultation on Home Education was finally published on 2nd April 2019.
New Guidance for local authorities and schools about children educated at home called Elective Home Education.
This guidance details local authorities’ roles, responsibilities and the legislation they need to follow. It also includes information on home schooling funding.
https://www.gov.uk/government/publications/elective-home-education
Autistic people asked for their views to help transform support
Autistic people, their families and those caring for them are being asked for their views on how care and support in England can be improved.
The call for evidence is part of the cross-government review of the national autism strategy, which will be refreshed and launched later this year. The strategy will be extended to cover children as well as adults, so services work better for autistic people of all ages.
The government wants to hear from autistic people, their families and their carers about their experiences of care and support.
This consultation closes at 16 May 2019.
pdnet Standards and training
pdnet is a long-established national organisation that provides professionals in education with support in promoting positive outcomes for children and young people with physical disability.
Pdnet recently secured some DfE funding and have produced the pdnet standards. The pdnet Standards provide a practical structure for schools and settings to self-evaluate current provision and reflect on the effectiveness of their organisation in meeting the diverse needs of children and young people with physical disability. A set of Standards has been developed for all three educational phases: Early Years, Schools & Post-16. Four key areas identify the knowledge, skills, actions and attitudes needed to successfully support and nurture a learner with a physical disability
pdnet.org.uk/resources/standards/
They are also offering Level 1 training – the free online training modules are designed for anyone working within an educational setting who needs to develop their awareness and understanding of physical disability and the impact it can have on learning.
pdnet.org.uk/online-learning/raising-awareness-of-physical-disability/
Girls and Autism
The NAHT recently hosted an excellent conference dedicated to Girls and Autism. The day was very well attended and also saw the launch of a new book Girls and Autism – Educational, Family and Personal Perspectives. The book is edited by Barry Carpenter, Francesca Happë and Jo Egerton and is published by Routledge. Every chapter gives a different ‘voice’ to this much needed topic.
The SENCO Forum
Many of you will have been aware of the SENCO Forum that was supported by the DfE. This has now moved to the SEND Gateway and has been updated. It is a really useful forum for SENCOs to ask questions and share views and opinions. If you would like to subscribe visit: https://www.sendgateway.org.uk/ and click on SENCO Forum
Statements of Special Educational Needs, Education, Health and Care Plans and a bit more – “The Noddy Guide”
This document produced by David Wolfe QC, Matrix Chambers and Leon Glenister, Landmark Chambers is intended to support parents, schools and local authorities in applying the law when making decisions about SEND. It identifies those legal cases that have set precedents since the introduction of the Children and Families Act 2014.
https://www.matrixlaw.co.uk/wp-content/uploads/2019/03/SEN-Noddy-Guide-March-2019.pdf
