SEN Briefing Paper for The Education Commission
The Westminster Context
Westminster’s SEN Inclusion Strategy was approved in May 2005. We are now going through a process of refreshing the Strategy to take account of the progress made so far. The Strategy focuses on a number of key developments that are likely to have the most impact on inclusion and attainment of children and young people with SEN. In addition the Strategy was designed to contribute to:
· Developing inclusive schools and settings
· Developing SEN provision in Westminster
· Developing the role of Westminster special schools.
Westminster’s SEN arrangements are ragged as green by the National Strategies highlighting that Westminster is performing well against a range of indicators
Developing Inclusive Schools and Settings
The majority of children with statements are placed in mainstream schools. As at 31 October 2008 62% of children with statements were placed in mainstream schools. Over 75% of children with new statements are placed in mainstream schools. The range of children being catered for by mainstream schools has steadily increased as schools have become better equipped to meet a range of needs. Developing inclusive schools is an ongoing process.
In order to support schools with provision for pupils with SEN a programme of SEN supportive self-reviews has been developed. Schools receive a visit for a day and look at the following areas:
· Are pupils with SEN achieving well?
· How effective is the teaching and learning of children with SEN?
· How well does the curriculum meet the needs of children with SEN?
· How effective are the Leadership and management of SEN in the school?
The review has proved very popular with schools and so far 27 schools have taken part in a review including the KS3 Pupil Referral Unit. The reviews show that the majority of our schools are providing good support for pupils with SEN.
The majority of schools now have a well developed provision map to record the pupils who are receiving additional and different interventions to support their learning at Wave 2 and Wave 3 and the progress that children make as a result of the intervention.
As the schools’ tracking systems of pupils’ progress become more sophisticated SENCOs are able to use a greater range of data to ensure that individual pupils with SEN and particular cohorts are making progress and are most effectively supported in their learning.
Reviews have identified that there is still a need in many schools for class and subject teachers to increase their skills, understanding and confidence when teaching pupils with SEN especially those pupils who are working at very low levels of the national Curriculum or who have specific learning difficulties.
In order to support teachers and support staff to become more effective and confident in teaching pupils with SEN Westminster has supported schools in the use of the Inclusion Development Programme. The first phase is embedded in all of our schools with the support of Westminster PCT Speech and Language Therapy Services who have embraced the programme in their service delivery. SENCOs have been using the Inclusion Development Programme to support colleagues. There is a network and website for SENCOs supported by training events and an annual SENCO conference with guest speakers
An overview of SEN Ofsted judgements demonstrates that Westminster schools are performing good or better than the national average. The data set attached as Appendix A provides a breakdown of CVA over the last three years. Although some improvements have been made there is more work to be done.
Developing Additionally Resourced Provision
Westminster has a range of additionally resourced provision.
Ø Churchill Gardens Primary School - 40 places for children with speech, language and communication difficulties
Ø Millbank Primary School - 10 places for pupils with Autism
Ø Edward Wilson - 9 places for children with Visual impairment
Ø St Mary’s Bryanston Square Primary School – facilities developed for children with physical disabilities. However, many schools are developing their facilities to increase parental choice.
As part of BSF provision is planned as follows:
Ø Pimlico Academy - Speech, language and communication difficulties
Ø St Augustine’s Secondary School – Hearing Impairment
Ø St Marylebone – post 16 provision in liaison with College Park Special School
We are also considering developing secondary provision for pupils with visual impairment. A school is yet to be identified. In addition there are longer term plans to develop more provision in the primary phase in the north of the City.
The Changing Role of Westminster Special School
Westminster has two special schools. College Park and Queen Elizabeth II Jubilee School. [QE11]. Both were inspected by Ofsted in 2008 and were judged to be good overall.
College Park has currently 80 places for pupils with moderate learning difficulties. However, the school is now taking pupils with complex learning difficulties and Autistic spectrum disorder [ASD]. The school is receiving a BSF investment in the period 2009-11 after which the capacity will reduce to 64 places with an increased emphasis on ASD who require greater staffing and accommodation. College Park is developing an outreach function which will be developed further as part of the development of Westminster special schools.
QE11 has 70 places for 5-19 year olds with severe learning difficulties and profound and multiple learning difficulties. However, the school does have some pupils with severe learning difficulties and ASD. The school will receive a BSF investment for the period 2009/11 which will provide improved provision for post 16, enhanced provision throughout the school including a hydrotherapy pool.
Many pupils with moderate learning difficulties are remaining in mainstream schools. There is therefore overall a reduced demand for these places. However, there is a large increase in the numbers of children being diagnosed with ASD and this has caused the authority to develop a range of local provision at Millbank and College Park Schools.
Following extensive discussions with the governing bodies of both special schools it was decided that there would be closer collaboration between them. This led to a decision to appoint an executive headteacher who has been in post since November 2008. The executive headteacher has responsibility to achieve the following:
Ø The two schools together to form a centre of Excellence in the services and education provided for pupils and their families
Ø The schools will be an integral part of the City Council’s inclusion strategies, and strategies for raising standards
Ø There will be strengthened outreach to Westminster mainstream schools initially focussing on children with global learning difficulties and low attaining pupils.
Ø Improved transition arrangements, 14-19 provision and closer links with adult social care.
Ø The development of short breaks and after school activities including linking with the Children with Disabilities social care team
Ø Building on links with Westminster PCT
Ø Specialist SEN ICT role
Ø Staff development within the two schools extending out to mainstream schools
Ø Strong training role for mainstream schools in conjunction with the City Council and other providers. Sharing expertise and joint teaching and learning projects
Placement and Provision arrangements
The majority of children with statements are placed in mainstream schools. The placement priorities are:
· Westminster mainstream placements with additional support
· Outborough mainstream placements with additional support
· Westminster special school placements
· Outborough maintained special school placements
· Independent day special school placements [ a few have been joint funded with health ]
· Residential placements which are usually done in collaboration with Health and Social Care
Some parents are funded for the ABA programmes [Autism]. The SEN team have worked with a local provider so parents can secure a service at a reasonable cost.
As at 31 October 2008 the placement summary was as follows:
Ø 62% of pupils were attending mainstream schools
Ø 31.6% of pupils were attending day special schools [ The majority attending Westminster special schools]
Ø 1.6% of pupils in single funded residential schools [ 12 pupils]
Ø 1% of pupils in joint funded placements
Ø 1.2% of children receiving ABA programme
Ø 1.2% of pupils receiving tuition
Ø 0.7% of children without a school place
Ø 0.8% parents making their own arrangements
On average there are about 12 appeals per year to the SEN and Disability Tribunal. The majority of which are resolved without a hearing. Appeals usually relate to failure to undertake a statutory assessment and placements.
SEN Transport
This is high cost provision linked closely to outborough placements. This provision is outsourced but closely monitored by the Head of SEN. It is our aim over time to reduce the need for outborough placement and this will in turn reduce transport costs.
SEN Funding
SEN expenditure is monitored closely by the Head of Special Educational and Additional Needs supported by a Business Analyst who tracks costs against individual pupils.
The costs of statements
Type pf Provision / Cost (£Ms)Westminster mainstream schools (individual pupil funding for statements above £9,000 per annum) / 3.1
Additionally resourced provision in Westminster schools / 0.9
Westminster special schools / 2.7
Outborough mainstream schools / 1.1
Outborough day special schools / 1.6
Outborough residential special schools / 0.1
Independent mainstream support * / 0.3
Independent day special ** / 2.1
Independent residential special / 0.5
Independent joint funded / 0.3
ABA and Son-Rise programmes / 0.3
Tuition pending placements / 0.2
Other SEN costs / 0.1
Total / 13.3
*This consists of providing additional support where parents have made their own placement arrangements in independent mainstream schools and additional support in private and voluntary nurseries
** We use independent day special schools to supplement provision in the maintained sector where the placement is cost effective
The average cost of placement in the independent sector is slightly below the national average. Nationally £49,537 and Westminster £49,338. All placements are considered in the context of the most cost effective taking account of any associated SEN transport costs
SEN delegated funding available to Westminster mainstream schools
Breakdown of SEN funding in Westminster mainstream settings / Cost (£Ms)Statements funded via the AEN/SEN formula (for statements under £9K per annum) / 0.5
AEN/SEN formula allocation / 5.1
5% of AWPU (age-weighted pupil unit) / 2.2
Total / 7.8
It can be seen that Westminster mainstream schools receive considerable funding for SEN
Special Educational and Additional Needs Services
Services include:
· The Statementing Team
· The Education Psychology Service
· The SEN Specialist Advisory and Teaching Team
· Tuition for pupils without school places
· Parent Partnership
· The Education Provision at St Mary’s Hospital
· The provision of Speech and Language Therapy and Occupational Therapy
· Monitoring SEN transport
In addition the Head of Service is responsible for SEN policy, strategy, development of SEN provision and the development of Westminster special schools. There is a close working relationship with School Effectiveness who contribute to policy and strategy and SEN services support the school improvement function contributing to raising standards. There is a close relationship with Health and other Children’s Services such as the Children with Disabilities Team.
A structured chart is attached at Appendix B
The Statementing Team
The statementing team is responsible for all Westminster residents including those who attend schools in other boroughs. There are currently about 780 statements which is an increase on last year. This is a concerning trend and we are considering ways of dealing with the increase in referrals. Schools are telling us that the need in schools is increasing with children with more complex needs. Please see Appendix C for a breakdown of pupils on School Action and School Action Plus.
The statementing team consists of the following staff:
Ø Three case officers [ one senior]
Ø One placement and Review Manager [ vacancy]
Ø 3 Placement and Review Officers
Case Officers
Case officers are responsible for processing referrals for statutory assessment, taking cases to SEN Panel and then notifying parents and schools/settings of the decision regarding statutory assessment. If it is agreed that a statutory assessment should be undertaken then case officers request reports and co-ordinate the statutory assessment process ensuring as far as possible that the timescales are met. They are the named officer for parents. Case officers keep in touch with parents during the statutory assessment process, help parents put forward their views and are the contact point for parents, schools and other professionals during the statutory assessment process.
Placement and Review Officers
When reports contributing to statutory assessment are received the papers are then passed to a placement and review officer. Placement and review officers analyse the professional reports and will either draft a statement or a Note in Lieu. The case is then taken to the weekly SEN panel who will discuss the child’s needs and the provision to meet these needs. The panel provides a steer to the placement and review officer who will then issue the draft statement or Note in Lieu depending on the decision of the SEN panel.
Placement and Review Officers deal with parental responses in relation to the draft statement which describes the child’s special educational needs and the provision the City Council is proposing to put in place. If any issues arise then the Head of Service is consulted before the statement is finalised. Placement and Review Officers are responsible for managing the annual review process for their caseload of schools and pupils.
The statementing team has a good record of completing assessments in accordance with prescribed timescales and provides a very good service given high caseloads.
Education Psychology
The Education Psychology Service contributes to statutory assessments and assists schools in meeting the needs of pupils at school action and school action plus. There are seconded educational psychologists in the Early Years Team and the Education Team for Looked after children.
The SEN Specialist Advisory and Teaching Team
This team consists of:
· A team manager who is also the Deputy Head of SEN
· 1 FTE specialist teacher for Visual Impairment
· 1FTE specialist teacher for Autism