Search results for ‘Subject term:"special educational needs"’ Sort:
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Amendments to the "belonging regulations": consultation
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Place of publication:
- London
The Department is consulting on proposals to amend The Education (Areas to which Pupils and Students Belong) Regulations 1996. These amendments will: delete the references to FE, update the references to legislation, and mean that the Regulations will no longer determine which local authority is responsible for identifying children's special educational needs (SEN), assessing them, drawing up SEN statements and maintaining those statements in respect of looked after children placed outside their home local authority areas. These last amendments would allow the Department to reaffirm its guidance that it should be the local authority where the looked after child is placed rather than the home authority which should carry out these duties (except in cases where the child is in a 52 week residential placement).
Raising the achievements of children and young people with specific speech and language difficulties and other special educational needs through school to work and college
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2007
- Pagination:
- 193p.
This report focuses on a cohort of young people with a history of specific speech and language difficulties (SSLD) as they finished Year 11 of compulsory education and moved into the first year of post-16 education, training and work. It is informed by previous phases of work with these young people (from Years 3 to 10) and provides a longitudinal study which examines developmental trajectories and identifies predictive factors over time.
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Guidance on looked after children with special educational needs placed out-of-authority
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 14p.
- Place of publication:
- London
As a group, looked after children are nine times more likely to have a statement of special educational needs (SEN) than the general pupil population. For looked after children, many of whom will have had difficult and unstable home and school lives before coming into care, it is imperative that their needs are quickly and efficiently assessed and provided for so that the effect of any instability on their education is reduced to a minimum. Looked after children can be placed a long way from where they would normally live and often this will be outside the area of the local authority which looks after them. Therefore there can sometimes be confusion as to the responsibilities that local authorities have towards the child. The purpose of this guidance is to explain how local authorities’ responsibilities for meeting the special educational needs of looked after children placed out-of-authority operate. It does not create any new obligations, but decisions made in relation to individual children should be consistent with the operation of the law as described.
Children with special educational needs 2009: an analysis
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 121p.
- Place of publication:
- London
This report presents information at national and local levels about the characteristics and attainment of pupils with special educational needs. The main body of this publication presents national level data and some breakdowns by Government Office Region. Chapter 1 looks at the characteristics of pupils with special educational needs. It provides information by gender, age, ethnicity and type of need. Chapters 2 - 4 looks at the attainment of pupils with special educational needs in different Key Stage's. Chapter 5 looks at attainment by type of need for 19 year old boys and girls at School Action, School Action Plus and with statements. Chapter 6 compares absences and exclusions of pupils with and without special educational needs. Chapter 7 looks at the views of pupils with learning difficulties, as opposed to special education needs, and reports on their views. Tables and figures and included throughout.
Bullying involving children with special educational needs and disabilities: safe to learn: embedding anti-bullying work in schools
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 55p.
- Place of publication:
- London
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.
Supporting young people with learning difficulties to participate and progress: incorporating guidance on learning difficulty assessments
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
This guidance is intended to help local authorities to make consistent, effective and robust decisions that will lead to positive outcomes for young people with learning difficulties and/or disabilities. The guidance will be of interest to staff working directly with young people and their managers and the Young People’s Learning Agency. The document is in three parts. Part One describes the duties for local authorities arising from the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) as well as from earlier legislation. Part Two sets out a vision for provision and support for learners with learning difficulties and/or disabilities (LLDD) and describes the learning landscape, in particular the opportunities presented by 14-19 reform. Illustrative case studies are given. Part Three covers statutory guidance made under section 139A (7) of the Learning and Skills Act 2000 (LSA 200
Breaking the link between special educational needs and low attainment: everyone's business
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 62p.
- Place of publication:
- London
This Department for Children, Schools and Families ‘Breaking the Link’ series report aims to guide school head-teachers, senior leadership, and heads of school improvement towards good practice ongoing in special educational needs (SEN), and supported by the wider population of teachers, local authority professionals and staff who work, in England, with children and young people with SEN. Referencing the Lamb report and Rose’s recommendations of 2008, which detail parental confidence in the SEN system and identification and teaching of children with dyslexia/literacy difficulties respectively, 2009’s Schools White paper, and Salt’s 2010 review quantifying the supply of teachers needed for children with severe, profound and multiple learning difficulties, this paper applauds school and local authority good practice, beyond the statutory SEN Code of Practice, of issuing statements and providing the listed support. By focusing on the Children’s Plan commitments of high aspirations, progress, positive outcomes and attainment, which maintains parental confidence, keeps (supported) students in mainstream school, (School Action), keeps exclusions low and increases extended services (School Action Plus), this paper stresses that SEN provisions are not ‘bolted on’ but are inherent to the Children’s Plan, Schools White Paper, and ‘Achievement for All’ pilot started September 2009, due for an interim evaluation in June 2010.