Search results for ‘Subject term:"special educational needs"’ Sort:
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Area guidelines for SEND and alternative provision: including special schools, alternative provision, specially resourced provision and units
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 88
- Place of publication:
- Manchester
Sets out non-statutory area guidelines for buildings and external spaces for ages 3 to 19 at the following educational settings: special schools, alternative provision (AP), specially resourced provision (SRP) and units. The document aims to assist those involved in briefing for and designing new buildings, refurbishment or conversion projects, including sponsors and architects. It will also be of interest to head-teachers, governors and others who need advice on the appropriate amount of space for teaching and learning or for support activities. The area guidance is in two parts: Part A sets out building area recommendations for overall categories of space (for example basic teaching area) and also for individual types of spaces - it includes graphs and formulae to show the recommended area ranges of these spaces; Part B sets out the area recommendations for categories of external space at special schools and gives broad guidance on the external spaces in AP, SRP and units. (Edited publisher abstract)
Special educational needs in England: January 2015
- Author:
- WHITAKER Adam
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 9
- Place of publication:
- London
This statistical first release publishes data from the January 2015 school census on pupils with special educational needs and information about special schools in England. It also provides data on the characteristics of pupils by their SEN provision. The release shows that 15.4 per cent of pupils in schools in England have identified special educational needs (equating to 1,301,445 pupils). This has been decreasing since 2010 (21.1 per cent) and is a fall of 2.5 percentage points since last year. Nearly a quarter of pupils with a primary need were recorded as having ‘Moderate Learning Difficulty’ as their primary need – the most common primary need. (Edited publisher abstract)
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:
- 3rd ed.
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)
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)
Bullying and the Children and Families Act 2014: a briefing from the Anti-Bullying Alliance and the Council for Disabled Children, September 2015
- Authors:
- ANTI-BULLYING ALLIANCE, COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Anti-Bullying Alliance
- Publication year:
- 2015
- Pagination:
- 5
- Place of publication:
- London
The Children and Families Act 2014 includes new duties on local authorities for how services and support are delivered for disabled children and young people and those with Special Educational Needs (SEN). As a result of these reforms the SEND Code of Practice was re-written. A disproportionate amount of disabled children and young people and those with SEN are bullied in schools and the revised Code of Practice introduces new duties and guidance for local authorities and schools about bullying. This briefing aims to explain these new duties and provide clarity around what effective practice looks like. It covers: bullying and the local offer; cyberbullying, internet safety and the local offer; taking bullying into account when identifying special educational needs; and School SEN Information Report and bullying. (Edited publisher abstract)
A guide to safeguarding, managing risk and personal budgets: supporting the work to implement personal budgets as part of the special educational needs and disability (SEND) reforms
- Authors:
- CROSBY Nic, WILSON Shirley, MILLER David
- Publisher:
- National Society for the Prevention of Cruelty to Children
- Publication year:
- 2015
- Pagination:
- 18
- Place of publication:
- London
This guide looks at maximising opportunities and minimising risks of using personal budgets for children with special educational needs and disability in England. It examines how to support children and families to take advantage of the extra choice, control and responsibility they have over getting support. The guide focuses on the steps that can be taken at individual, operational, community, strategic and local safeguarding children board-level to ensure that children’s safeguarding needs are central to the new system. It draws on good practice from across the country and provides key guidance and checklists. The report puts forward recommendations for safeguarding, managing risk and personal budgets and argues that children, young people and families should have access to information that explains personal budgets and the expectations and responsibilities that come with taking up this opportunity, be involved and supported in writing and reviewing the education, health and care plan, and be able to access advocacy, independent support and mediation services. (Edited publisher abstract)
The Special Educational Needs and Disability Pathfinder Programme evaluation: final impact research report
- Authors:
- THOM Graham, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 238
- Place of publication:
- London
The final report from the evaluation of the special educational needs and disabilities (SEND) pathfinder programme. The programme, which was established in 2011 to explore how to reform the statutory SEN assessment and statement framework, involved the development and delivery of alternative approaches that could enhance or replace the existing system. Each Pathfinder was tasked to develop and trial an assessment process; a single, joined up EHC plan; and personal budgets across education, social care and health, and adult services as appropriate for children and young people from birth to 25 years. This report covers the second 18 months of the pathfinder programme, ending in September 2014, and looks at its effect on: families’ satisfaction with the systems and processes in place to obtain support for their child; families’ views about the amount and quality of support available to them; families’ views about their own and their child’s health and wellbeing; and the cost of the assessment and planning processes for obtaining SEND support. The data suggest that the process has improved for families, often in ways that are incremental but still statistically significant. Despite the improvement around the process, however, there was no statistical change in the extent to which families thought the decisions reached were fair. The family survey found little evidence of significant improvements in parental outcomes or in either children’s health or quality of life. (Edited publisher abstract)
Research on funding for young people with special educational needs: research report
- Authors:
- PARISH Natalie, BRYANT Ben
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 154
- Place of publication:
- London
A research study into funding arrangements and practices for young people with special educational needs, providing insights into the way funding is spent, the reasons for differences between spending patterns in different local authorities, and the options for changing the ways in which high-needs funding is distributed in future. Drawing on a review of the existing literature, fieldwork visits to 13 local education systems and analysis of options for a future funding system, the report focuses on the mechanics of funding in relation to national-to-local distribution, early years, mainstream schools, special schools, post-16 providers and top-up funding and identifies areas that are working well and what is proving more challenging. The report suggests that while there remain a number of areas in which the SEN funding system is not yet working as well as it could, the fundamental ideas that underpinned the 2013 funding reforms have undoubtedly moved the system forward in a positive way. The report sets out 17 proposals for the Department of Education to consider on how the SEN funding system might be improved. These fall into three different categories, as they are designed to: shine a light on effective practice and on how the current system is intended to work; improve the way in which funding is allocated to make it either fairer, more transparent or to ensure that it is better targeted at need; and enable better decision-making by frontline professionals. (Edited publisher abstract)
An examination of the impact of permanency on young adults' special education experiences
- Authors:
- HILL Katharine, KOESTER Shannon
- Journal article citation:
- Children and Schools, 37(3), 2015, pp.155-163.
- Publisher:
- Oxford University Press
Educational outcomes for youths in foster care are poor compared with those of their peers who are not child welfare involved. This qualitative study examined the impact of adoption on the educational experiences of older youths with disabilities who were adopted from the child welfare system. Researchers conducted interviews with families of older youths, as well as analysis of youths’ individualized education plans (IEPs), from both before and after they were adopted. Findings indicate that, before adoption, youths often had inaccurate or incomplete disability identification in their IEPs, fewer opportunities to build community and peer relationships, and lower-quality IEPs than they did after their adoption. Implications for social work practice, particularly in schools, are discussed, with an emphasis on how school social workers can support permanency efforts for older youths.
Supporting children with special educational needs (SEN): a guide for foster carers
- Author:
- WHO CARES? TRUST
- Publisher:
- Who Cares? Trust
- Publication year:
- 2015
- Pagination:
- 33
- Place of publication:
- London
This guide for foster carers introduces the key issues around looking after a child with special educational needs in England - from seeking a diagnosis to post-16 support. To make sure that children in care benefit as much as possible from the government reforms to the SEN system, foster carers need to know how children’s needs will be identified, assessed and met, as well as feel equipped to help them get the support they are entitled to. This guide sets out this process in an accessible and easy to read way, helping carers understand the system of support available, how to access the help children need, and who to turn to if things go wrong. (Edited publisher abstract)