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Supported internships

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2014
Pagination:
63
Place of publication:
London

This guide explains what supported internships are and why they have been introduced. It also provides practical advice on developing, implementing and delivering supported internships, including information on funding, programme design, staffing, and the various partnerships on which supported internships are founded. The advice draws heavily on the experiences of the 15 colleges who took part in the 2012/13 supported internship trial set up by the Department for Education. It also draws on the experiences of other providers who have been running programmes to support young people with learning difficulties and/or disabilities into employment. The advice has been designed to provide a comprehensive introduction to supported internships and to allow users to dip into individual sections of particular interest. It is divided into broad sections which include: planning and designing supported internships; job coaching; recruiting and engaging interns; working with parents and carers; working with employers; achieving positive progression; and funding. (Edited publisher abstract)

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Statements of SEN and EHC plans: England, 2016

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2016
Pagination:
11
Place of publication:
Manchester

Statistics and analysis on statements of special educational needs (SEN) and education, health and care (EHC) plans in England. The report shows that the total number of statements and EHC plans has continued to increase. There were 74,210 statutory EHC plans and 182,105 statements maintained by local authorities at January 2016. Between January 2015 and January 2016 there were 42,005 transfers from statements to EHC plans. When accounting for null returns, this is equal to 18.2% of statements in place in January 2015. The period for local authorities to transfer statements to EHC plans began in September 2014 and is due to end by April 2018. (Edited publisher abstract)

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Transition to the new 0 to 25 special educational needs and disability system: departmental advice for local authorities and their partners

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2015
Pagination:
36
Place of publication:
London
Edition:
Third

Departmental advice on changes to legislation relating to children and young people with special educational needs and disabilities (SEND). It explains the process for moving children and young people with SEND across from the old system to the new one introduced by the Children and Families Act 2014. This guidance focuses on: arrangements relating to statements of SEN and learning difficulty assessments during the transition period; timing of transfer; the transfer review process; and arrangements for those aged under 19 in youth custody during the transition period. (Edited publisher abstract)

Book Full text available online for free

Special educational needs and disability: a guide for parents and carers

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2014
Pagination:
59
Place of publication:
London

This guide describes how the new system that supports children and young people with SEN or disabilities, and parents, is intended to work. It covers: the law and guidance on which the system is based; places to go for help and further information details about changes to the system from 1 September 2014. The guide may also be useful for staff dealing with the parents and carers of children and young people with SEND in schools and colleges and early years education settings. (Edited publisher abstract)

Book

Special educational needs and disability data descriptors: government consultation response

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2015
Pagination:
16
Place of publication:
London

The government response to the consultation on SEND data descriptors in the school census and individualised learner record, including a summary of the responses we received. This is part of our long term aim to move to a consistent data collection to improve tracking of students, cohorts and specific needs groups, improve data quality, support planning and move towards a more consistent data collection across all age ranges. This document sets out the findings from the consultation, the government’s response and the changes that will come into effect for the 2015 to 2016 academic year. (Edited publisher abstract)

Book Full text available online for free

Special educational needs and disability data descriptors

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2014
Pagination:
5
Place of publication:
London

This consultation sought views from the sector on aligning data descriptors in the Schools Census and Individualised Learner Record (ILR) with regards to Special Educational Needs and Disability (SEND). Colleges, training organisations, local authorities and employers (FE providers) return learner data in the Individualised Learner Record (ILR) and schools return pupil data in the school census. The ILR and School Census contain different fields for SEND and the changes proposed in this document aim to make data collection more consistent. (Edited publisher abstract)

Book Full text available online for free

Changes to special educational needs and disability support: easy read guide for parents

Authors:
GREAT BRITAIN. Department for Education, MENCAP
Publishers:
Great Britain. Department for Education, MENCAP
Publication year:
2014
Pagination:
52
Place of publication:
London

Guide for parents with learning disabilities, explaining changes to the special educational needs and disabilities (SEND) system as set out in the Children and Families Act 2014. The guide covers: decision making; the local offer; support for children and young people in schools and colleges; education, health and care plans and assessments; preparing for the future; and disagreeing with decisions made about support offered. (Edited publisher abstract)

Book Full text available online for free

Changes to special educational needs and disability support: easy read guide for children and young people

Authors:
GREAT BRITAIN. Department for Education, MENCAP
Publishers:
Great Britain. Department for Education, MENCAP
Publication year:
2014
Pagination:
51
Place of publication:
London

A guide for children and young people with learning disabilities on changes to the special needs educational and disability (SEND) system. These changes have been brought about the Children and Families Act 2014. The guide covers: decision making; the local offer; support for children and young people in schools and colleges; education, health and care plans and assessments; preparing for the future; and disagreeing with decisions made about support offered. (Edited publisher abstract)

Book Full text available online for free

Special educational needs: an analysis and summary of data sources

Author:
GREAT BRITAIN. Department for Education
Publisher:
Great Britain. Department for Education
Publication year:
2017
Pagination:
20
Place of publication:
Manchester

This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs (SEN). It looks at: prevalence and characteristics; education attainment; preparation for adulthood; absence and exclusion; and the experience of the SEND system. The report reveals that across all schools, the number of pupils with special educational needs has fallen from 1,301,445 in 2015 to 1,228,785 in 2016 (14.per cent of pupils had special educational needs in 2016, a fall from 15.4 per cent in 2015). Moderate Learning Difficulty is the most common primary type of need overall, with 24.2 per cent of pupils with special educational needs having this primary type of need. Autistic Spectrum Disorder remains the most common primary type of need for pupils with a statement or EHC plan. 57.3 per cent of children who had been looked after continuously for 12 months for whom data were available had a special educational need (SEN) in 2015/16, and their most common type of need was ‘Social, Emotional and Mental Health’. (Edited publisher abstract)

Book Full text available online for free

0 to 25 SEND code of practice: a guide for health professionals. Advice for clinical commissioning groups, health professionals and local authorities

Authors:
GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
Publishers:
Great Britain. Department for Education, Great Britain. Department of Health
Publication year:
2016
Pagination:
29
Place of publication:
London

This guide is designed to help clinical commissioning groups (CCGs), local authorities and health professionals understand their statutory duties in relation to the special educational needs and disability (SEND) reforms in the Children and Families Act 2014. It draws out the health elements from the statutory 0-25 SEN and Disability Code of Practice and will help navigate the full document. The guide covers: the principles underpinning the Code; joint commissioning; personal budgets; transitions from paediatric to adult services; the local offer; health in early years provision; health in schools and colleges; preparing for adulthood; education, health and care (EHC) needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)

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