Improving The Provision of SEND Services 2021
Improving the Provision of SEND Services 2021
17 June, 2021
In October 2019, the Department for Education Select Committee published a report following an 18-month inquiry into Government reforms of the Special Educational Needs and Disability System. The implementation of these reforms has had significant implications on pupils, with 27% of pupils with SEN support, 93,800 pupils, receiving fixed-term exclusions in 2017, and the percentage of SEND pupils attending state secondary schools falling from 43.6% in January 2011 to 34.2% in January 2019.
Consequently, the Committee made key recommendations to further strengthen and improve SEND provision, including a more rigorous inspection framework for local authorities and a direct line for parents and schools to appeal directly to the Department for Education. According to government data from 2019, 14.9% of all pupils in England have Special Educational Needs and Disabilities. Of those, only 3.1% have Education and Healthcare Plans (EHCPs).
In late 2019 the Prime Minister has announced £780 million extra for children with Special Educational Needs and Disabilities (SEND) in 2020/21. This funding is intended to give every pupil access to the education that is right for them and to ensure no pupil is held back from reaching their potential.
The Covid-19 pandemic and lockdown have had a severe negative impact on access to education and healthcare services for children and young people with special educational needs and disabilities. Ofsted has reported that they have regressed in their development due to lack of services and delays in accessing services.
Agenda Content and Learning Outcomes*
- Explore methods to achieve sustained and long-term improvement to deliver high-quality SEND services
- Identify the key areas of improvement within SEND provision
- Assess the impact of Covid-19 on the provision of therapies and extra support
- Address the key findings from Ofsted’s Annual Report 2019/20 including recurring weaknesses and a lack of system-wide focus
- Develop an action plan to improve services for children with special needs education both through working with mainstream schools and the building of new special schools
- Build strong partnerships with parents and external professionals to provide training and ensure inclusivity for all educational needs in primary schools
- Tailor specialist support in early years to ensure positive outcomes for children below expected level so development or SEND
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*Agenda subject to change.