SEND Special Educational Needs & Disability
ISSUE 17 September 2017
MLD
Is Moderate Learning Difficulties a thing of the past?
SEND UPDATE
From Lorraine Petersen OBE
PEARSON
Shine A Light Awards
FROM DISENGAGED TO ENGAGED
A new lens on behaviour management
LOST TRIBES
Why social connections matter for children & young people with SEND
IDE S N I ALSO REVIEWS, , NEWS TURES, FEA HOP, S BOOK LIER SUPP LES I PROF
SEND Magazine www.sendmagazine.co.uk @sendmagazine
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Welcome to SEND Magazine
SMagazine END
Publisher Director Nick Clarke BA (HONS) 07984 306 664 nick@sendmagazine.co.uk
YES, I know, where on earth did that Summer go? Some of you have just returned to school and some have already been back a week or two. With holidays annoyingly staggered across the UK, I’m sure many are already looking ahead to the October half-term. So, what’s in store over the next few months? Well it’s hard to tell, with the ever changing landscape of education, particularly when in comes to Special Educational Needs and Disability. Recently I was fortunate enough to attend the launch of ‘Going to Church’, at Lambeth Palace in London. The latest ‘book without words’ published by Books Beyond Words, was co-authored by the wonderful Katie Carpenter, a young lady with Down’s syndrome. More information about this book can be read on Page 8.
This month, we have a packed edition with vital information and updates to help you through the coming months. Leading SEND consultant Lorraine Petersen OBE talks about the latest SEND updates on Page 10. Lorraine will also be speaking at this years’ Special Needs London in October. Also speaking at the Business Design Centre will be another two contributors to SEND Magazine, the wonderful Professor Barry Carpenter CBE and the powerful figure of former NASEN CEO Jane Friswell. Professor Barry Carpenter CBE this month talks about behavioural management in his article entitled ‘Disengaged to Engaged’ on Page 16, and Jane opens a potential can of worms as she discusses the points of Moderate Learning Difficulties and “are they really a thing of the past?” on Page 18.
On Page 14 we publish the winners of the 2017 Shine A Light Awards by Pearson Assessment; this years’ event was hosted by singer and musical theatre performer Gareth Gates. The Shine A Light Awards highlight achievements of those working with Children and Young People with Special Educational Needs and Disability. Next years’ date is also announced within the article.
One Page 22, Arran Smith talks about Microsofts’ innovation with technology and Dyslexia, and on Page 24 we look at differentiation strategies for those with severe learning difficulties and Downs syndrome.
Heather Stack writes about the importance of social connections with children and young people with SEND on Page 26 and we finish this edition with a list of some of the latest books available to add to your teaching toolkit on Pages 32-34. Finally, I just want to draw your attention to the next SEND Conference in May 2018. This years’ event at the Sketchley Grange Hotel was a big success so we will be running another event with information to follow in the November issue of SEND Magazine. If you would like to register interest in attending and get an early bird ticket discount email me on nick@sendmagazine.co.uk Thank you once again for reading and supporting SEND Magazine.
Nick Clarke
SEND Consultant Simon Carnell
Office Manager Helen Clarke info@sendmagazine.co.uk
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Contributors Professor Barry Carpenter CBE, Lorraine Peterson OBE, Arran Smith, Heather Stack, Jane Friswell. ©SEND Magazine is published by SEND (UK) Ltd Managing Director Nick Clarke
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Contents
P8 NEWS
Books Beyond Words’ new book co-authored by Katie Carpenter.
P10 SEND UPDATE
Lorraine Petersen OBE talks about all the latest policy and development within Special Educational Needs.
P18 MLD A THING OF THE PAST?
Former NASEN CEO Jane Friswell questions whether moderate learning difficulties really are a thing of the past.
P22 MICROSOFT & SEND
Technology and Innovation column from Dyslexia consultant Arran Smith.
P26 THE LOCAL OFFER
Why social connections matter with children and young people with SEND.
P14 SHINE A LIGHT AWARDS
Winners of Pearson Shine a Light Awards, hosted by singer Gareth Gates.
P16 DISENGAGED TO ENGAGED
Professor Barry Carpenter CBE writes about behavioural management.
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SEND Magazine September 2017
P32-34 BOOKSHOP
Latest book releases for SEND.
www.sendmagazine.co.uk
NEWS
Applications open to create 1,600 new special free school places
Nineteen local authorities open applications to sponsor new special free schools
MORE than 1,600 new special free school places will be created across England as 19 local authorities invite applications to run new special free schools. It will mean 19 new schools, providing high quality provision for children with special educational needs and disabilities, will be built through the government’s ambitious free schools programme that provides choice, innovation and higher standards for parents. Organisations ranging from successful Multi-Academy Trusts to specialist charitable organisations can now apply to the 19 local authorities, setting out how they will be able to meet the specification for each project. Criteria have been developed by the local authorities, in conjunction with the Department for Education, to ensure they meet the needs of each local community and provide much-needed places for special educational needs and disability (SEND) pupils. Among the special free school specifications are: • A 200-place school with both early years and post-16 places for pupils between the ages of three and 19 in the Borough of Bedford. • A 100-place school with post16 provision for pupils between the ages of five to 19 with www.sendmagazine.co.uk
with proven track records in SEND provision to run special schools that will help hundreds of children fulfil their potential.”
complex communication and interaction needs, Autism spectrum disorder and other social and mental health needs in Doncaster. • A 125-place school for pupils between the ages of four and 16 with social communication needs and Autism spectrum disorder in Hampshire. • A 150-place school with early years and post-16 provision for pupils between the ages of two to 19 with Autism spectrum disorder in Croydon. Schools System Minister, Lord Nash, said: “Free schools are providing many good new school places in response to the needs of communities across the country. This process will give
local authorities the chance to identify expert organisations
The new schools are part of the most-recent wave of free schools approved in April, and are separate from government plans to open 30 free schools in partnership with local authorities – as recently announced by Education Secretary, Justine Greening. Since 2015, the government has committed £5.8 billion of basic need funding to deliver the school places needed by 2020. Applications close on November 24 2017.
• On 12 April 2017, the Department for Education announced the approval of 131 new free schools, including approval of plans to launch special free school competitions in Bedford, Blackpool, Bradford, Cheshire East, Croydon, Doncaster, Enfield, Essex, Hampshire, Havering, Herefordshire, Hounslow, Manchester, Portsmouth, Redbridge, Sheffield, South Gloucestershire, Suffolk and Sunderland. • More than 9 in 10 free schools have been approved in areas where a need for more school places has already been identified, and the remainder have been created by local communities deciding they wanted more choice. Free schools are ensuring more parents have access to a good local school place for their children. • There are currently 346 open free schools, 38 studio schools and 48 university technical colleges, which will provide over 234,000 places when at capacity.
September 2017 SEND Magazine
7
NEWS
New picture book by co-author with Down’s syndrome on inclusion in church communities KATIE Carpenter, a young woman with Down’s syndrome, has cowritten a new book to help people with learning disabilities be included in church communities. Launched at Lambeth Palace in London, Katie wrote Going to Church, part of the Beyond Words series, with Professor the Baroness Sheila Hollins and Professor John Swinton. It is illustrated by Lucy Bergonzi. Often, people with learning disabilities experience loneliness and isolation from the wider community, putting their wellbeing, health and happiness at risk. Churches can provide an important link back to that community, and help give people meaning and purpose. Going to Church is a communication tool which uses
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pictures rather than words to help people with learning disabilities or communication difficulties explore themes of church and community. Additional guidance is provided at the back of the book for families, supporters and churches. The book tells the story of Alan, a young man who discovers what it means to belong to a church community. Alan finds some of the unfamiliar aspects of church difficult at first, but eventually makes friends who help him to become an active part of the church community. Many people with learning disabilities are interested in exploring religion or want to be part of a church community, but may not have the confidence or the communication to do so. Many churches want to be more inclusive
SEND Magazine September 2017
and involve people with learning disabilities in their communities but may not know how to go about this. Co-author Katie says: “Working on Going to Church was brilliant! I had to go on the train to London for meetings. My friends at Blakedown Church helped me with ideas. I hope the book helps people like me when they go to church.” Katie lives in her own home and attends college, as well as volunteering at two charity shops and running a Beyond Words book club. In September she will begin an apprenticeship at her local school as a trainee Teaching Assistant. This book will help people to come together and form a common community. Exploring the story will give someone the knowledge and confidence to join in, to meet new
people and to generally have a higher quality of life. It also allows supporters and church communities to understand the person and their wishes, and provide them with the necessary support. Recently deceased sadly before the launch, Cardinal Cormac Murphy-O'Connor, Archbishop Emeritus of Westminster, said of the book: “I warmly commend Going to Church – a story told so powerfully in pictures. Sometimes we forget people with learning disabilities and our need to connect to them in ways that help them to belong. This book is a marvellous reminder to all of us and I hope that it will be very widely read.” For further information visit www.booksbeyondwords.co.uk www.sendmagazine.co.uk
NEW BOOK LAUNCHED ‘Going to Church’ ORDER NOW www.booksbeyondwords.co.uk
Our books all tell a story, but they also let the reader tell their own story – the one they see in the pictures. This can tell you a lot about a person’s inner world and their understanding of situations. There is plenty to talk about and each story explores feelings and relationships as well as giving information.
Visit our website to see our full range of books for children and young people with SEND
“Developed by a committed and dedicated team, Books Beyond Words publish books without words, engaging in the reader and provide a valuable resource for children and young adults with special educational needs & disability (SEND).” Nick Clarke, Publisher SEND Magazine
To order or for further information call
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SEND UPDATE
SEND update
Leading SEND consultant, Lorraine Petersen OBE, delivers the latest news and statistics. LATE in July, as schools were breaking up for their well-earned summer break the Department for Education (DfE) published their Special Educational Needs in England 2017 statistics. The key messages were: • An increase of 15,470 pupils identified as SEN (2016: 1,228,785 2017: 1,244,255) • An increase of 5,380 pupils with a statement or EHCP (2016: 236,805 2017: 242,185) • Primary type of need for SEN Support was Moderate Learning Difficulties (25.2%) • Primary type of need for statement/EHCP was Autistic Spectrum Disorder (26.9%) • An increase in the number of pupils with statement/EHCP attending special school • An increase in the number of pupils on SEN Support in Independent Schools
What does this mean? This is the first year since 2010 that we have seen a rise in the number of pupils identified as SEN. This is partly due to the overall increase in the number of pupils in the system, including those aged 0-5 and 16-25. The percentage of pupils with SEN remains at 14.4%. Just over 10,000 of these new pupils are identified as requiring SEN Support. This could be due to a number of factors: • Schools are more confident at identifying SEN in primary years • More pupils are entering school with more complex needs that require additional/different provision • The changes to curriculum and assessment have resulted in
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schools identifying more pupils not meeting expected standard at KS1 and KS2. The remaining 5,380 new pupils have been issued an Education, Health and Care Plan in 2016 – due to the overall increase in the number of pupils in the system especially at 16+ the percentage has remained static at 2.8% since 2007. The year-on-year increase in the number of pupils with a statement or an EHCP in special schools is also a matter of concern as the majority of our special schools are full and above capacity. This is resulting in significant numbers (over 4,000 in January 2017) awaiting a placement many being educated at home. This may also be the reason why we have seen a significant increase in the number of pupils in Independent schools. It would be interesting to know if parents are paying for this provision or if local authorities are placing pupils in the independent sector as there are limited maintained places available locally. At the beginning of August the DfE announced that they would be providing a special provision fund of £215 million from 2018 – 2021 for local authorities to create places for pupils with special educational needs and disabilities (SEND), and to improve facilities for them in mainstream and special schools, nurseries, colleges and other education providers. Local authorities are now planning on how they are going to effectively use this additional funding but it will take time to establish additional places. One of the concerns highlighted in these statistics is the number of
SEND Magazine September 2017
pupils identified as having Moderate Learning Difficulties. This now represents over a quarter of all SEN Support pupils. This has increased significantly since the new SEND Code of Practice 2015 changed the category Behaviour, Social and Emotional Needs (BESD) to Social, Emotional and Mental Health Needs (SEMH). I feel that some schools are using MLD as a “catchall” category for many pupils who have complex needs (many exhibiting significant behavioural challenges) that have not been correctly identified. This would be rectified with much greater training at both Initial Teacher Training (ITT) and through Continuing Professional Development (CPD) to support teachers in early identification and intervention of the complexity of needs now being seen in many of our pupils. This includes extensive training in supporting mental health and well-being.
Know the Law!
As we approach the end of the transitional arrangements for SEND Reforms (March 2018) it is important that schools fully understand the law that supports children and young people with SEND. All SENCOs should understand what each of these legislative documents say about the duties on schools. They should also understand the duties on local authorities so that they can discourse with knowledge when local authorities are quoting from their own policies and not SEND law.
New Law
• Part 3 of Children and Families Act 2014 • The Special Educational Needs and Disability Regulations 2014 • The Special Educational Needs (Personal Budgets) Regulations 2014 • The SEN and Disability Code of Practice 2015
Existing Law
• Equality Act 2010 • Mental Capacity Act 2005 • The Children Act 1989 and Chronically Sick and Disabled Persons Act 1970
Old Law (until March 2018 for pupils with a statement) • Education Act 1996 • SEN Code of Practice 2001
SENCOs who want to find out more about SEND law should visit the IPSEA website https://www.ipsea.org.uk/. IPSEA also run excellent SEND law on-line training which is inexpensive and would help any SENCO ensure that the needs of their pupils are being met in an effective and legal way. https://www.ipsea.org.uk/training/ online-courses
SEN Support
Schools have a duty to use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN. The SEND Code of Practice 2015 sets out very clearly what schools should be doing in regard to SEN Support pupils. Teachers are responsible and accountable for the progress and www.sendmagazine.co.uk