Guerrillamum's Blog


More thoughts on the Green Paper for SEN and Disability…

The green paper for SEN and disability states that those children who currently have a statement, less than 3% of children with SEN, will have an education, health and care plan (EHCP) under the new system. There are also plans to improve achievement for children who are disadvantaged through pastoral care. So far, however, there are only very vague indications about how SEN will be provided for in children who fall into neither of the above categories and have less severe SEN. There will be a lot of children in this lower level category of need! Many of these children will have very real SEN requiring specialist support.

I have commented regularly about the limp and woolly provision currently available to unstatemented children with SEN through the school action and school action plus categories of the graduated response process of our current system for meeting SEN. Yet the new system promises to scrap these classifications replacing them with a new tier of provision. Children will be ‘lumped together’ in this category, with some receiving pastoral care because they are disadvantaged, and others receiving support for SEN through ‘better teaching’ and schools sharing best practice. Also, the voluntary sector will be brought in to carry out so far unspecified roles. Remember, this new system will be implemented by health and education services that have undergone savage cuts and will draw heavily on untrained support from the voluntary sector. I don’t believe it is possible to improve provision for children with SEN and disabilities by cutting specialist services and replacing these with an untrained voluntary sector.

I can see a lot of children who need specialist intervention for their SEN receiving little more than pastoral support if the school has nothing else to offer, leading to misery and failure for thousands of children. How do I know? This is exactly what happened to my son under the deeply flawed but infinitely more robust graduated response of our current system.

The lack of clarity surrounding this is simply not good enough. Everyone has the opportunity to influence these policies by taking the opportunity to make representations to the consultation, and write to their MP to ask how, in detail will the plans be funded and implemented.

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How can we remove barriers to learning?

This is my third post for the Specialist Schools and Academies Trust blog, in which I considered how we can remove barriers to learning. It is worth noting that there can be many barriers to learning in the classroom such as social deprivation and behaviour. I was asked to consider this question from the perspective of children with special educational needs.

HOW CAN WE REMOVE BARRIERS TO LEARNING?

IDENTIFY SEN AND MAKE PROVISION TO MEET THESE NEEDS
Teachers, if you have a child in your class who needs support for special educational needs (SEN), please say so! This does not always happen and the system for identifying a child with SEN is not always straightforward. Children can easily slip through the net. Many parents assume to their cost that no news is good news, even if they have some concerns about their child themselves. If their child’s teacher isn’t saying anything, then they assume all is well. It often isn’t, so please be open with parents if you think a child might have SEN!

HANDWRITING
A certain proportion of children will never develop functional handwriting. For these children it is important to look at other options for recording their work: for example, a Dictaphone, word recognition software on a laptop, a scribe or typing on a laptop. These children often have to learn complex skills such as typing and scribing skills in order to make use of alternative recording methods. They need plenty of time to work on these skills so they are ready for the demands of recording KS3 & KS4 work later on. Indeed, information technology (IT) is already part of a broad and balanced curriculum, and I believe that it would be hugely beneficial for all children to learn typing skills from an early age at school.

DIFFERENTIATION, MIXED ABILITY TEACHING AND LOWER ABILITY TEACHING GROUPS
Effective differentiation can mean that a child who has special educational needs might not necessarily need to spend so much of their time at school in lower – achieving groups. There are many problems associated with being identified consistently with these groups. They are often associated with poor behaviour which can hamper the progress of those children who do wish to work. Highly skilled teachers who can differentiate effectively within mixed ability groups will achieve our aim for true equality of opportunity and excellence for all in our schools.

USE YOUR SPECIAL NEEDS BASE/QUIET STUDY AREA
Sometimes children with SEN need to leave their classes either due to noise, stress or their learning needs. If this happens, learning must continue with the lesson simply being relocated to a quieter place.

STAYING ON TASK AND REMAINING ENGAGED
Many children with SEN struggle to stay on task. TAs can act as a prompt. This is very different from having a ‘velcroed on’ TA that ‘does the work for them’. There is often a tendency for children who are struggling in class to sit at the back where they are at risk of staying disengaged. Place these children near the front, and ask them to contribute in ways you know they can, rather than asking them to showcase the things they find difficult.

BULLYING
Bullying can be a very damaging experience and can prevent learning. Children with SEN or a disability are much more likely to experience bullying – 60% of children with SEN and/or disabilities have been bullied. Schools must develop more effective anti-bullying policies and implement them. If schools get this right, the rewards are tremendous.

CONCLUSION
Children with SEN and disabilities and their families have the same hopes and dreams for the future as anyone else. With the right help in place, it becomes more possible for everyone to achieve excellence at school, and more possible for these children to be able to live independently as adults.



A statement is not enough – so lets just get rid of them all! (But lets hide this under some headlines about poor teaching, grasping schools and sharp elbowed middle class parents …. and then say it’s for everybody’s benefit)

So the media circus around the controversial report – ‘The Special Educational Needs and Disability Review – a statement is not enough’ – is no longer front page news.  The hype has been played out.  Newspapers have been bought.  Links have been clicked and comments have been written.  The radio and TV media world has moved on leaving those of us who have children with special educational needs to reflect on and worry about the future implications of this report.

We have all heard the rhetoric about ineffective teaching and poor pastoral care.  I quote the report, ‘relatively expensive additional provision is being used to make up for poor day-to-day teaching and pastoral support’.  We have all had a chance to inwardly digest the subtle or not so subtle media messages about children with misdiagnosed special educational needs taking away resources from other children.  We have visualised the greedy parents waving educational assessments at head teachers, so they can gleefully claim ‘extra’ resources for their children. 

By page 6 of this 94 page report we hear that ‘The key implication of these (report) findings is that any further changes to the system should focus not on tightening the processes of prescribing entitlement to services’ and there is an early mention of ‘necessarily limited resources’. 

The 1996 Education Act provides for children with the most severe special educational needs to have their needs identified and provided for under the terms of a statement of special educational needs.  They do cost money to set up, they do cost money to fund, and yes, we also know that they can be expensive to maintain.  However, we also know that life only changed for our children in school when statements were obtained and implemented.  Prior to obtaining their statements, their lives were beset by failure, social exclusion, and, dare I say it, an overbearing feeling of sadness. 

Before receiving their statements, they were at various times on School Action and School Action Plus.  We were continually told that improvements to their support in school were unattainable to the school due to cost.   For us the graduated response – school action, school action Plus – failed because there were too many ways for the school and LEA to wriggle out of actually doing anything.  It was actually because at this stage of intervention there were no tight processes prescribing entitlement that our children slipped so far behind.  With this in mind, please read the excerpt below, paying particular attention to the phrase I have put in bold.  I quote from the report: 

The key implication of these findings is that any further changes to the system should focus not on tightening the processes of prescribing entitlement to services but, rather, on:

  •  improving the quality of assessment
  •  ensuring that where additional support is provided, it is effective  
  • improving teaching and pastoral support early on so that additional provision is not needed later
  • developing specialist provision and services strategically so that they are available to maintained and independent schools, academies and colleges
  • simplifying legislation so that the system is clearer for parents, schools and other education and training providers
  • ensuring that schools do not identify pupils as having special educational needs when they simply need better teaching
  • ensuring that accountability for those providing services focuses on the outcomes for the children and young people concerned.

The review found a high level of demand from parents and carers for additional services for their children, and this is not something that legislative or regulatory change in itself can address easily. However, such changes could make the system better focused on the outcomes that parents and carers want for their children, and more effective in its use of necessarily limited resources.

This looks suspiciously like a precursor to removing all entitlement to statements.  Imagine a world where there is only the graduated response to meet special educational needs – oh and improved teaching! 

Children with the most severe special educational needs in the country currently have the right to have these needs met under the provision of a statement of special educational needs.  This report has not categorically stated that it will take away the statement – not yet.  However, there are plenty of indications in the report that this might happen.  If this happens, parents who object will be vilified as wanting ‘special’ provision that takes away from other children.  They will be ‘sharp elbowed middle class parents’ – you heard it from the Prime Minister first.  If the teachers object they will be told to focus on improving their teaching skills. 

Politics is a curious thing.  Yesterday the Deputy Prime Minister was saying that the ‘poor should accept benefit cuts’.  Today we hear rumblings in the Press about the government no longer paying for teacher training courses for those candidates whose degrees are not ‘good enough’ – we can’t have any more ‘poor teaching’!  Before we know it, parents of children with SEN will find themselves being asked the question ‘what makes your child more ‘special’ than all the others, and why should they have access to more funding?’

The Green Paper: Children And Young People With Special Educational Needs And Disabilities – Call For Views was launched on 10th September by Sarah Teather, Minister of State for Children and Families.  I’m not sure if this is window dressing on decisions that have already been made or not.  It is an opportunity for parents to contribute their views.  We have until 15th October to contribute.  Make it a priority to participate!

I’d like to say a ‘Thank you’ to everybody who has re-tweeted, linked to the blog or published my posts so far.  This is an issue which needs to be highlighted as widely as possible because the public memory is short and the only message to come out so far is ‘special needs education is expensive and a bit rubbish’.  Please, please keep on re-tweeting, and linking to my blog because we need to get a proper debate and decision-making process on this vital issue.  It’s not just about a few years bad schooling it is our children’s futures that are at stake.