June 2016 Update

News june

We hope that you have all had an enjoyable and restful half term and are ready for the busy weeks ahead. Examinations, transition to new schools, teacher assessment, outcomes of SATs, scaled scores and hopefully the future of P Scales will all be on the agenda over the next few weeks.ease find below all of the key information, documents and reports applicable to SEND that have been published in the last month.

The Key Support for Leaders

The Key’s SENDmatters campaign aims to raise awareness, drive positive outcomes and make a difference for children with special educational needs or disabilities.

Throughout the week beginning 6 June 2016, they will put SEND firmly in the spotlight by giving voice to school leaders’ concerns about the current system of support, and by providing helpful resources.

To get involved, post your SEND stories – successes, challenges, thoughts on what would make a real difference – on social media with the tag #SENDmatters.

The Key’s national survey of over 1,100 school leaders had highlighted a number of key statistics that were picked up by national media.

  • 68% of schools in England are calling for a greater focus on children with SEND in “mainstream” education policy making
  • 89% felt that cuts to local authority services have detrimentally impacted on the support received for pupils with SEND
  • 82% of mainstream schools across England do not have sufficient funding and budget to adequately provide for pupils with SEND
  • 88% felt that Initial Teacher Education did not adequately prepare teachers to support pupils with SEND
  • 75% had pupils who had been waiting longer than the expected time for an assessment of their special educational needs or for an education, health and care plan.

https://www.thekeysupport.com/about/media-press/surveys/sendmatters/

Statements of SEN and EHC plans England: 2016

The DfE National Statistics office has recently produced its annual figures (based on January 2016 census information) on the number of statements and EHC plans are in place. The headline figures show there are:

  • 74,210 statutory EHC plans and 182,105 statements
  • 256,315 combined – increase greater than in previous years
  • 42,005 transfers from statements to EHC plans (18.2%)
  • 2% EHC plans issues within 20 weeks

https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2016

Keeping Children Safe in Education – DfE – Guidance for implementation from September 2016

The government has now produced its response to the Keeping Children Safe in Education consultation that closed in February 2016.

https://www.gov.uk/government/consultations/keeping-children-safe-in-education-proposed-changes

The new document which will come into effect on 5th September 2016 can be found here:

https://www.gov.uk/government/publications/keeping-children-safe-in-education–2

Until 5 September 2016, schools and colleges must continue to use the current statutory guidance dated July 2015.

 

Complex Needs Training Materials

nasen is delighted to announce the publication of the latest free legislative updates to the Complex Needs training materials. This comprehensive online update sets out the most pressing legal responsibilities above and beyond the Children and Families Act 2014.Whether you’re a SENCO, teacher, teaching assistant, governor or manager, these slide-based online materials are a rich resource designed with you in mind. Access the key information that you’ll need for your school and ensure that you meet all of the necessary legal requirements for your setting.

http://complexneeds.org.uk/modules/Module-1.2-The-legislative-context-edition-2/All/m02p010a.html

 

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/

 

 

Sharon Hodgson, Labour MP launches review into SEND provision in Children and Families Act

In her capacity as Shadow Minister for Children and Families, Sharon has launched a review into SEND provision in the Children and Families Act, following analysis which reveals that children with special educational needs and disabilities are falling through the net.

Call for Written Evidence

To submit written evidence to the review, please send no more than 5 pages of A4, type size: 12 point, Arial font, to: tyed@parliament.uk including evidence and recommendations no later than 6pm on Friday 29th July 2016.

Hand-written submissions will be accepted, but typed is preferred. To send hand-written evidence, please send it to:

FAO Daniel Robert Tye

c/o Sharon Hodgson MP

House of Commons,

London, SW1A 0AA

 

Written evidence can include thoughts, stories, evidence of best practice, research or recommendations but are not exclusive to this list. The requirements on length must be strictly adhered too in order for all submissions to be considered.

http://www.sharonhodgson.org/sharon_launches_review_into_send_provision_in_children_and_families_act

Information for parents: 2016 national curriculum test results at the end of key stage 1

The Standards and Testing Agency (STA) have produced a leaflet for parents with a child in year 2 at primary school. It explains the arrangements for the 2016 academic year, highlighting what parents need to know about the test results, as well as explaining how teacher assessment judgements work. Schools may want to refer to the leaflet in their own reports to parents.

https://www.gov.uk/government/publications/information-for-parents-2016-national-curriculum-test-results-at-the-end-of-key-stage-1

Key stage 1: codes for reporting teacher assessment in 2016

Teacher assessment (TA) or P scale data must be reported to your local authority (LA) by Thursday 30 June for all eligible pupils at the end of key stage 1 (KS1).

TA is the main focus for end of KS1 assessment and reporting. Schools are required to report TA for English reading, English writing, mathematics and science. It is carried out as part of teaching and learning.

TA provides a judgement that is based on knowledge of how the pupil has performed over time and in a variety of contexts.

In 2016, KS1 TA judgements must be submitted using:

  • the interim TA frameworks
  • the interim pre-key stage standards
  • P scales

https://www.gov.uk/guidance/key-stage-1-codes-for-reporting-teacher-assessment-in-2016

Key stage 2: submitting teacher assessment data

Schools must report teacher assessment for English reading, mathematics and science. Teacher assessment is also the main focus for end of key stage 2 English writing assessment and reporting.

In 2016, teacher assessment judgements must be submitted using:

  • the interim teacher assessment frameworks
  • the interim pre-key stage standards
  • P scales

Teacher assessment or P scale data should be submitted for every pupil who is:

  • registered to sit a national curriculum test
  • registered as working below the standard of the tests

https://www.gov.uk/government/publications/key-stage-2-submitting-teacher-assessment-data

 

Lightening Review: Access to Child and Adolescent Mental Health Services – May 2016 – Children’s Commissioner

https://www.childrenscommissioner.gov.uk/publications/lightning-review-access-child-and-adolescent-mental-health-services