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Joining the dots: have recent reforms worked for those with SEND?
- Author:
- BERNARDES Eleanor
- Publisher:
- Driver Youth Trust
- Publication year:
- 2015
- Pagination:
- 60
- Place of publication:
- London
This report analyses the effect of the Children and Families Act (2014) on children and young people with SEND, and where relevant, focuses on literacy and dyslexia. The report suggests that at present provision is fragmented' leading to difficulties in sharing information and knowledge and argues that the key causes of fragmentation are: changes to the role of local authorities that have been poorly communicated and inconsistently executed; an emerging but disorganised middle tier; a disparate school funding system; and isolated and opaque schools. The case studies in this report show that autonomy allows new players to work with schools and some provision has improved substantially as a result. Yet an autonomous environment is also a risky one: in relation to SEND the report finds that while some schools have thrived, others are struggling to provide high-quality teaching and additional support for their learners. The report concludes that ultimately whether or not a school prioritises and succeeds in improving outcomes for SEND pupils increasingly depends on the school’s leadership and on teachers having accurate information about their pupils’ needs coupled with high-quality training. The report makes detailed recommendations to policy-makers, local authorities, schools, and Ofsted. (Edited publisher abstract)