RNIB survey of VI services in England and Wales 2012: report for Wales
Sue Keil
RNIB
November 2012
Index
Acknowledgements
1.Introduction
2.Method
2.1Questionnaire
2.2Analysis
2.3Population of pupils with visual impairment
3.Findings for Wales
3.1Response rates
3.2Organisation and funding of VI services
3.2.1Job title and role of respondent
3.2.2VI service management
3.2.3VI service organisation
3.2.4VI service funding
3.2.5Schools that are additionally resourced for pupils with visual impairment
3.3Numbers and characteristics of children and young people with visual impairment
3.3.1Population of pupils with visual impairment: previous surveys
3.3.2Population of pupils with visual impairment: current survey
3.3.3Additional SEN and/or disabilities
3.4Number of pupils with a statement of SEN
3.5Settings in which pupils with visual impairment are educated
3.5.1Primary aged pupils (nursery/reception to Year 6)
3.5.2Secondary aged pupils (Years 7 to 11)
3.5.3Years 12 and 13
3.6Support for children under the age of 3 years
3.6.1Support provided to early years children during term time
3.6.2Support provided to early years children during school holidays
3.7Literacy formats of blind and partially sighed pupils
3.7.1Number of braillists
3.7.2Main print size used by partially sighted pupils
3.8Groups of pupils whose needs are not being fully met
3.9VI service policies
3.9.1Referral of babies and children from Health
3.9.2Eligibility criteria for VI service support
3.9.3VI service policy on statementing
3.9.4Annual reviews of pupils educated outside the LA
3.10VI service staffing
3.10.1 Qualifications held by VI service managers
3.10.2 Teachers of pupils with visual impairment employed directly by the VI service
3.10.3Teaching assistants supporting pupils with visual impairment
3.10.4Training of TAs who support pupils with visual impairment
3.10.5Other staff employed directly by the VI service
3.10.6Training needs within VI services
3.11How VI services measure impact
3.11.1Whether VI services evaluate the impact of their support on outcomes for pupils with visual impairment
3.11.2Methods used by VI services to measure impact
3.12Recent changes to VI services and provision for pupils with visual impairment
3.12.1Changes to VI service organisation and/or funding
3.12.2Loss of staff from VI services since April 2011
3.12.3Reductions in support for pupils with visual impairment
4.Summary and discussion
4.1Population of children and young people with visual impairment
4.2Main literacy formats of pupils with visual impairment
4.3Educational provision for children and young people with visual impairment
4.4VI service organisation and management
4.5VI service staffing and staff training
4.6Changes to VI services and provision for pupils
5. Conclusion
Acknowledgements
Many thanks to the following people for their invaluable help in the development of the questionnaire: Rory Cobb, Julie Jennings and Nicola Crews of RNIB; Lindsey Rousseau of NatSIP; Paul Simpson of BATOD; Gillian Coles and Judy Sanderson of VIEW; and members of the West Midlands Regional Heads of Services group. Thanks also to Stuart Duncan of RNIB for his help with data entry and to Paul Bassett of StatsConsultancy for his advice on calculating pupil population estimates.
I would also like to thank all the managers and team leaders of VI/sensory services who somehow found the time to complete the survey questionnaire.
1.Introduction
In the summer term of 2012 RNIB carried out a national questionnaire survey of Visual Impairment (VI) education advisory services for blind and partially sighted children in England and Wales.
This was the fifth RNIB survey of VI services, dating back to 1995. The aims of all the surveys have been to obtain:
- An estimate of the numbers of blind and partially sighted children in Britain who receive specialist educational support.
- Information about where pupils are being educated and the type of educational provision they receive.
- An overview of the policies and practices underpinning their educational provision.
An additional aim of the current survey was to follow up on the findings of two RNIB surveys that had been carried out in September 2010 and April 2011 to find out how local authority cuts were affecting VI services and the impact on provision for children and young people in Wales andEngland.
2.Method
2.1Questionnaire
In May 2012 a questionnaire was sent as an e-mail attachment to individual heads of VI and sensory services in England and Wales with an explanatory covering letter. Respondents were given the option of saving the questionnaire as a Word document, and completing and returning it electronically or printing the questionnaire, completing it by hand and returning it by post.
The majority of respondents in Wales chose to return the questionnaire electronically.
2.2Analysis
On receipt the questionnaires were anonymised prior to data entry. The quantitative data were entered onto an Excel spreadsheet which was then converted to SPSS for analysis. Open ended questions were recorded onto a Word document and coded (categorised) post hoc.
2.3 Population of pupils with visual impairment
The participating VI services provided numbers of the children and young people on their caseload who were being educated within and outside the LA. These figures are presented in the tables in section 3.3.2. A second set of calculations extrapolated the figures to give an overall estimate of the population of children and young people with visual impairment supported by VI services in Wales. Rather than use a simple average of the figures for the responding LAs, the size of the population in each LA was taken into account. The average number in each category per population was calculated, and this value was applied to the non-responding LAs based on their population size. The local authority base population figures were taken fromtable 5 of the National Statistics for Wales School Census results for 2012.
3.Findings for Wales
3.1Response rates
Eleven questionnaires were returned representing 64.7% of VI services in Wales.
One service covered more than one local authority. In total therefore, 68.2% of the 22 local authorities in Wales were represented.
3.2Organisation and funding of VI services
3.2.1 Job title and role of respondent
Four of the 11 respondents had the role of VI service lead within a sensory service and three people managed or took the professional lead in a sensory service. Two managed or had the role of team leader within a VI service and two people described themselves as a QTVI or specialist teacher for children with visual impairment.
Table 1: Job title and role of respondent (n=11)
NumberVI service team leader within SEN or sensory service / 4
Head of sensory service/team manager/team leader / 3
Head of VI service/VI service team leader / 2
Specialist/advisory teacher for visual impairment / 2
Total / 11
3.2.2 VI service management
Respondents were asked to select from a list of options the one that best described how their VI service was managed. The majority (8 services) were managed within a local authority generic SEN service. Two were part of a sensory service and one was part of a sensory service that was managed within a generic SEN service.
Table 2: How VI services are managed (n=11)
NumberWithin generic local authority SEN service / 8
Within local authority sensory service / 2
Sensory service within a generic SEN service / 1
Total / 11
3.2.3 VI service organisation
Nine out of the 11 VI services were organised as a single service covering the whole of the local authority and one operated as a single service but covering more than one LA. One service while organised as a single service, was also bought in by outside LAs.
Table 3: How VI services are organised (n=11)
NumberSingle service covering the whole of the LA / 9
Single service covering more than one LA / 1
Single service covering home LA and bought in by outside LAs / 1
Total / 11
3.2.4 VI service funding
Table 4: How VI services are funded (n=11)
NumberCentrally funded by the LA for specialist support for all pupils with VI / 10
Other / 1
Total / 11
Ten of the 11 VI services were centrally funded for all pupils with visual impairment within the local authority.
One service received enhanced central funding through statements for pupils receiving 20 hours or more a week while support for pupils requiring fewer than 20 hours a week was funded from the delegated schools budgets.
3.2.5 Schools that are additionally resourced for pupils with visual impairment
Respondents were asked whether any school in their LA were additionally resourced for pupils with visual impairment. Three VI services each had one additionally resourced mainstream secondary school within their LA. Two out of the three schools' resourced provisions were managed centrally by the VI service.
3.3Numbers and characteristics of children and young people with visual impairment
3.3.1 Population of pupils with visual impairment: previous surveys
The RNIB surveys of VI surveys have been an important source of information about the number and characteristics of children and young people with visual impairment. The last survey that was carried out in 2007 (Morris and Smith, 2008) identified 1,013 children and young people with visual impairment up to the age of 16 in 12 LAs in Wales. This gave an extrapolated estimate of 1,288 children and young people with a visual impairment in Wales. As the authors noted, this was potentially an underestimate as some VI services had been unable to provide complete data on all of the pupils with a visual impairment in their LA. Morris and Smith had also noted that the estimate was significantly lower than the 2,000 reported for the same age group by the Welsh Council for the Blind and suggested that the discrepancy could be due to some differences in the ways that visual impairments are assessed and viewed (Morris and Smith, 2008, p11).
3.3.2 Population of pupils with visual impairment: current survey
Number of pupils with VI known to participating VI services
Based on data provided by 11 VI services, the total number of children and young people from the Early Years Foundation Stage (EYFS) under three years of age to Year 13 (age 17/18) who were educated within the LA was 1,148. The total number of children and young people from the Early Years Foundation Stage (EYFS) under three years of age to Year 13 (age 17/18) who were educated outside the LA was 44.
Table 5a: Number of children and young people whose family home is within the LA and are being educated WITHIN the LA (n=11)
Age group / VI with no other SEN/disabilities / VI & additional SEN/disabilities / VI & additional complex needs / Total
EYFS (under 3 years) / 35 / 12 / 28 / 75
EYFS
(3-5 years) / 67 / 37 / 55 / 159
Year 1 to Year 6 / 259 / 100 / 127 / 486
Year 7 to Year 11 / 188 / 73 / 93 / 354
Year 12 to Year 13 / 19 / 20 / 35 / 74
Total / 568 / 242 / 338 / 1,148
Table 5b: Number of children and young people whose family home is within the LA but are being educated OUTSIDE the LA(n= 11)
Age group / VI with no other SEN/disabilities / VI & additional SEN/disabilities / VI & additional complex needs / Total
EYFS (under 3 years old) / 0 / 0 / 0 / 0
EYFS
(3-5 years old) / 1 / 0 / 1 / 2
Year 1 to Year 6 / 2 / 1 / 4 / 7
Year 7 to Year 11 / 7 / 5 / 10 / 22
Year 12 to Year 13 / 4 / 2 / 7 / 13
Total / 14 / 8 / 22 / 44
The total number of children and young people with visual impairment being supported by 11 VI services covering 15 local authorities Wales in the summer term of 2012 therefore was 1,192.
Estimated population of all pupils with VI in Wales
Based on the figures obtained from the 11 VI services that provided data we have calculated the estimated number of blind and partially sighted pupils from the Early Years Foundation Stage to Year 13, (ages under 3 to 18). Section 2 of this report gives details of the method used to calculate the estimates.
The total estimated population of pupils with visual impairment in Wales up to the end of Year 13 therefore, is 1,637, giving a prevalence estimate of 0.3%. It is emphasised that this is not an estimate of the prevalence of visual impairment, but represents the proportion of pupils in Wales receiving specialist educational support from VI services.
For children and young people up to the end of Year 11 (birth to age 16) the estimated total is 1,518. This is higher than the estimate of 1,288 obtained in the 2007 survey, which used estimates based on the mid-year census for 2006 rather than the local authority pupil numbers that are based on the Schools Census data.
Table 6: Estimated number of children and young people with visual impairment, known to VI services in Wales in 2012* (n=11)
Age group / VI with no other SEN/disabilities / VI & additional SEN/disabilities / VI & additional complex needs / Total
EYFS (under 3 years) / 48 / 16 / 38 / 102
EYFS
(3-5 years) / 93 / 51 / 77 / 221
Year 1 to Year 6 / 359 / 139 / 180 / 678
Year 7 to Year 11 / 268 / 107 / 142 / 517
Year 12 to Year 13 / 31 / 30 / 58 / 119
Total / 799 / 343 / 495 / 1637
*Total extrapolated estimates of pupils educated within and outside LA from population base of 72.7%
This figure is also significantly higher than the 819pupils in maintained and independent schools inWales with a statement or on School Action Plus whose primary SEN was a visual impairment, identified in the official statistics based on the Schools Census in January 2012 (National Statistics for Wales, 2012).
It is important to note that the method used to calculate these estimates is statistically quite crude. Also, that the estimates are based on the number of pupils on the caseloads of VI services. This is likely to represent a wide range of pupils in terms of the severity of their visual impairment and level of need with consequent varying levels of support ranging from frequent, intensive support to termly monitoring by a QTVI. A proportion of these pupils would not meet the criteria for registration as blind or partially sighted. Further information about the criteria used by VI services to determine whether a child with sight difficulties is eligible for support is given in section 3.9.2.
However, it is also important to note that the total number of pupils on the caseloads of the 11 VI services that provided data is still higher by nearly 400 children and young people than the number recorded in the official statistics. Even the number of children and young people educated within the LA who were on the caseloads of the 11 participating VI services (and therefore not estimated) is over 300 more than those reported in the official statistics. This difference cannot simply be accounted for by pupils whose visual impairment is relatively 'mild' and who may therefore be recorded as being on School Action. A much more likely explanation is that a number of pupils with a visual impairment combined with other special educational needs have their visual impairment recorded as a secondary SEN or not recorded at all and therefore do not show up in the official statistics.
3.3.3 Additional SEN and/or disabilities
Just under half (48.8%) of the children and young people had a visual impairment as their only disability or SEN. Around two in ten (21%) had another disability such as a physical or hearing impairment in addition to their visual impairment and three in ten (30.2%) had complex needs including severe or profound and multiple learning difficulties as well as being blind or partially sighted. The proportions are similar to those found for pupils with visual impairment in England in 2012.
Table 7: Proportion of pupils in Wales with visual impairment and additional SEN or disabilities
Age group / VI with no other SEN/disabilities / VI & additional SEN/disabilities* / VI & additional complex needs** / Total
EYFS (under 3 years) (n=75) / 46.7 / 16.0 / 37.3 / 100%
EYFS
(3-5 years) (n=161) / 42.0 / 23.0 / 35.0 / 100%
Year 1 to Year 6 (n=493) / 53.0 / 20.5 / 26.5 / 100%
Year 7 to Year 11 (n=376) / 52.0 / 20.7 / 27.3 / 100%
Year 12 to Year 13 (n=87) / 26.4 / 25.3 / 48.3 / 100%
Total (n=1,192) / 48.8 / 21.0 / 30.2 / 100%
* Excluding children and YP with complex needs. CYP who were Deaf/blind were included in this group unless they also had SLD/PMLD
** For the purposes of this survey, 'complex needs' is defined as CYP with severe or profound and multiple learning difficulties (SLD/PMLD) in addition to a VI. These CYP may also have other SEN/disabilities/health problems.
3.4Number of pupils with a statement of SEN
VI services were asked how many pupils had a statement that recorded their visual impairment as a special educational need. The 11 VI services gave details of the statement status of 1186 pupils. Information was missing for six primary aged pupils.
The number of pupils with a statement was 548. This is 346 more pupils than the 202 in maintained schools in Wales with a statement for which a visual impairment was their primary SEN, detailed in the published statistics taken from the Schools Census (National Statistics for Wales, 2012). Again, it would appear that the official published statistics do not fully represent the population of pupils with a visual impairment in Wales.
Table8a: Number of children and young people in Waleswith a statement with VI recorded as a SEN (n=11)
Age group / Number with a statement of SEN / Number being assessed / Number without a statementEYFS (under 3 years of age) / 2 / 11 / 64
EYFS (3 - 5 years of age) / 59 / 12 / 95
Year 1 to Year 6 / 204 / 5 / 293
Year 7 to Year 11 / 211 / 1 / 141
Years 12 and 13 / 72 / 0 / 16
Total / 548 / 29 / 609
Table8b: Proportion of children and young people in Wales with a statement with VI recorded as a SEN (n=11)
Age group / With a statement% / Being assessed
% / Without a statement
%
EYFS (under 3 years of age) / 2.6 / 14.3 / 83.1
EYFS (3 - 5 years of age) / 35.5 / 7.2 / 57.2
Year 1 to Year 6 / 40.6 / 1.0 / 58.4
Year 7 to Year 11 / 60.0 / <0.5 / 40.0
Years 12 and 13 / 81.8 / - / 18.2
Total / 46.2 / 2.4 / 51.3
Of the 1186 children and young people,46.2% had a statement and a further 2.4% were being assessed. In 2012 therefore, just under half of blind and partially sighted children being supported by the 11 VI services in Wales that responded to this question had a statement of SEN.
The proportion with a statement increases with age with 81.8%of young people in Years 12 and 13 having a statement compared with 40.6% primary school aged children.
3.5Settings in which pupils with visual impairment are educated
VI services were asked to give details of what type of school setting the pupils they supported were being educated in.
It is important to note that these figures apply only to the pupils known to the VI services that took part in the survey. We therefore lack details of the educational placements for pupils in the seven local authorities that did not take part in the survey.
3.5.1 Primary aged pupils (nursery/reception to Year 6)
Table 9: Settings in whichprimary aged pupils (nursery/reception to Year 6)with VI in Wales are being educated (n=11)
Type of setting / WITHIN the LA% / OUTSIDE the LA
% / Total (within and outside LA)
%
Mainstream school / 73.4 / <10 pupils / 73.0
Mainstream with VI resource provision / 0.8 / 0 / 0.7
Maintained special school for pupils with VI / 0 / 0 / 0
Non-maintained special school for pupils with VI / 0 / 0 / 0
Other type of special school (e.g. PD, SLD, HI) (maintained non-maintained) / 22.9 / <10 pupils / 23.4
Other type of setting (e.g. hospital school, home educated) / 2.9 / 0 / 2.9
Total / 100% / 100% / 100%
Base / 652 / 6 / 658
Looking first at all primary aged pupils educated within and outside the local authority, nearly three quarters (73.7%) were being educated in mainstream settings, and primarily in local mainstream schools (73%). A tiny proportion (0.7%) was in mainstream schools additionally resourced for pupils with VI.