REMINDER FLSE AGM
You are invited to attend the re-convened FLSE AGM on Monday 6th March at 1.00pm. The meeting will take place at Circle Offices , Longcroft House, 2 – 8 Victoria Avenue, London, EC2M 4NS.
If you are able to attend please could you let us know – firstname.lastname@example.org by 3rd March to enable us to organise refreshments.
CLOSING DATE FOR SUBMISSION OF RESPONSES ENDS SOON
REMINDER Consultation on Schools national funding formula: stage 2 – DfE – December 2016
The consultation on Stage 2 of the consultation is now open and will close on 22nd March. The DfE invites your views on We invite your views on:
- the weighting for each factor in the schools national funding formula
- the transition to the formula
- the implementation of the formula
For more information and your opportunity to respond visit: https://consult.education.gov.uk/funding-policy-unit/schools-national-funding-formula2/
High Needs Funding Reform – DfE – December 2016
This is the government response to the consultation that ran from March to April 2016 and the government’s response outlining the next steps.
The consultation on the next stage can be found at https://consult.education.gov.uk/funding-policy-unit/high-needs-funding-reform-2/
If you would like to contribute to the FLSE response on the High Needs Funding proposals please visit the consultation page on the FLSE website, log in, go to the community area of the web-site and add your responses to the questions.
Please submit your responses to email@example.com by 17th March 2017.
0-25 Special Educational Needs and Disability Unit January Newsletter – DFE
The latest newsletter from the DfE SEND Unit focuses on a range of topics including New Funding for SEND support 2017-18, headlines from the Autumn 2016 Implementation Surveys and links to recent and upcoming reports.
Understanding the needs of disabled children with complex needs or life-limiting conditions – Council for Disabled Children and the True Colours Trust
This report is the first analysis in 10 years of the numbers of children and young people with complex needs or life-limiting conditions and estimates that numbers have increased dramatically by over 50% since 2004, from 49,300 to 73,000 children and young people. The underlying reasons for the increase in numbers include increased life expectancy for babies born with complex disabilities and congenital conditions such as cystic fibrosis.
Together with the True Colours Trust, the Council for Disabled Children commissioned this piece of research to paint a definitive picture of the type of data that is available, to understand what this data tells us about the population and whether it shows us anything useful in terms of developments and/or changes in the population.
Education, Health and Care Plans – Examples of Good Practice – Council for Disabled Children
This resource has been produced to help practitioners write good quality EHC plans that meet both the letter and the spirit of the Children and Families Act 2014.
The first part of this document includes excerpts from real EHC plans that were collected through the local Independent Support network. In the second part there are two EHC plans which draw on real examples but the plans themselves relate to fictional children.
The SEND Reforms in England: Supporting children and young people with speech, language and communication needs – Royal College of Speech and Language Therapists
This report reflects the views and experiences of Speech and Language Therapists in implementing the SEND Reforms and celebrates achievements and examples of positive practice that can be built upon.
Key Stage 2 tests: how to use access arrangements – DfE – Updated January 2017
This is updated guidance for teachers and headteachers about access arrangements for pupils to participate in the 2017 key stage 2 national curriculum tests. Some pupils with specific needs may need additional arrangements to be put in place so that they can take part in the key stage 2 (KS2) tests. Access arrangements are adjustments that can be made to support pupils. Headteachers and teachers must consider whether any of their pupils will need access arrangements before they administer the tests.
Lenehan review of experiences and outcomes in residential special schools and colleges.
A call for evidence has been launched for a new review led by Dame Christine Lenehan into the quality of care of residential special schools due to be published later this year. This independent review into the experiences and outcomes of children and young people in residential special schools and colleges will complement Sir Martin Narey’s report reviewing children’s residential care in England published last year.
For more information and information on how to respond visit https://consult.education.gov.uk/special-educational-needs-and-disability-division/lenehan-review/
Lenehan review into care of children with learning disabilities
This review on care and support for children and young people with complex needs involving mental health, learning disabilities and/or autism was carried out by Dame Christine Lenhan. She was asked by the Department of Health to take a strategic overview and recommend what practical action can be taken to co-ordinate care, support and treatment for children and young people with complex needs (and behaviour that challenges) involving mental health problems and learning disabilities and/or autism.
Ofsted and CQC Local Area SEND Inspections
There are now 20 Local area SEND inspection outcome letters available on the Ofsted website. Five of these local areas, Hartlepool, Rochdale, Sefton, Suffolk and Surrey have all been asked to prepare a Written Statement of Action because of the significant areas of weakness in the local area’s practice.
Engagement for Learning Website
The Engagement for Learning Framework is a resource for educators, including teachers, teaching assistants and therapists working in both mainstream and special education. It enables them to explore and identify effective teaching and learning strategies for children with complex learning difficulties and disabilities, as well as to record, measure and demonstrate learning outcomes in a meaningful way.