SEN policy faces biggest reform for 30 years

Following the draft legislation on provision for children and young people with special educational needs last year, the introduction of the new Ofsted inspection framework, the new Teacher’s Standards and the newly released SEN Indicative draft Code of Practice, special educational needs provision is facing the biggest reform in 30 years.

Challenges presented by the current reforms to the education system come at a time of overall reform of local authority support and changes to the health service, resulting in a set of challenges that will require careful guidance and measured progress to overcome.  Clear guidance will need to be given on the processes that will need to be in place so that schools can implement the legislative changes,  especially in regard to the move to a single assessment process (removal of school action and school action plus) that ensures that all children and young people continue to get the support they need.

Code of practice
The recently published Indicative Code of Practice and associated Draft SEN Regulations outline the proposed expectations, but these will be developed considerably further before they are finalised in light of the experience of the pathfinders and debates within the committee. The full implications of the new Code will be explored at nasen Live 2013 (22-23 May, Reebok Stadium, Bolton).

These reforms have further implications for schools when the requirements laid out in the revised Ofsted Inspection Framework announced in September last year are taken into account. The correct allocation of funding can help schools achieve many of the requirements detailed in the framework, but the knowledge and expertise of SENCOs in the secondary education setting must be recognised in order for regulations to be effectively aligned with the needs of the schools, their pupils and teachers. The framework outlines the expectations for schools to provide accurate information about pupils’ attainment and progress that they make, along with a requirement to identify pupils who are making less than expected progress and/or are unlikely on current performance to make expected or higher attainment. Ofsted expects arrangements to be in place for these pupils to increase their progress and raise their attainment, with regular and accurate monitoring of this, along with rigorous moderation of the assessment of pupils’ attainment levels and target setting.

The challenges facing schools in light of these reforms, whether SEN-specific or general, are considerable. Perhaps the most important thing to consider is that we now have the opportunity to influence proposals. To enable an effective evolution of provision, reforms need robust debate amongst the entire education sector. Whether through formal or informal consultations, it is vital that we share experiences so that we can continue to refine best practices and identify the successful strategies. It is only by sharing these stories that the sector can help to shape policy and make sure that future legislation provides the best possible foundation for the most vulnerable pupils today, and in future.

Effective support arrangements must show that the rate of progress has increased and the ‘gap’ is narrowing and a regular review of the quality of support arrangements with respect to pupils’ outcomes must be evidenced. The new framework also takes into account curriculum reform and the greater freedoms that this reform hopes to introduce, with schools required to provide evidence that they are delivering a curriculum that is broad, balanced and meets the needs and interests of pupils, and promotes high levels of achievement, good behaviour and successful progression to the next stage of education, training or employment.

The nasen Guide for SENCOs Preparing for Inspection is available from www.nasen.org.uk

About nasen
Nasen is the leading UK professional association embracing all special and additional educational needs and disabilities. The organisation promotes the education, training, development and support of all those working within the special and additional educational needs and disabilities sector. Membership of nasen is an invaluable source of advice, offering an exclusive and vital range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice. Benefits include fresh and creative education resources, dynamic conferences and seminars with world-class speakers. An inspirational professional development programme, plus print and on-line journals and magazines, exhibitions and access to recently completed research are also available. Furthermore, nasen contributes greatly and has a strong influence on policy and practice in the area of special educational needs through consultation and joint projects with other professional bodies.

Further information
To find out more, contact Lorraine Petersen at welcome@nasen.org.uk
or visit www.nasen.org.uk