[SEE 3.2.5]
THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES
Mainstream schools
Under the terms of the Education Act 199613 , and the Special Educational Needs and Disabilities Act 20012 governing bodies of maintained schools must ensure that any student with special educational needs (SEN) joins in the activities of the school, together with students who do not have SEN, so far as that is reasonably practical. Such action must be compatible with:
Teaching methods and learning materials are decided by the class teacher in consultation with expert colleagues, who have a particular responsibility for that area. Every school must formulate and publish a SEN policy and must name the member of staff responsible for coordinating the day-to-day provision of education for students with special educational needs at the school. This special educational needs coordinator (SENCO) (see 4.5.4 below) is also responsible for providing advice and guidance to other teaching staff.28
Secondary level mainstream education
Most mainstream secondary schools appoint one or more teachers with specific expertise in the identification and teaching of students with SEN. Large secondary schools may have a separate special needs department. Students may be withdrawn from the mainstream class for remedial classes, or a teacher may support students with SEN in ordinary classes, either individually or as members of a small group. SEN specialists may work with groups of teachers to develop curriculum materials or teaching techniques.28
Special schools
Some special schools choose to group students with profound SEN with similar aged students who have less profound difficulties. Some schools, because of their size, have little option but to include students from different years or key stages in the same groups. This means that effective differentiation (teaching that takes account of individual needs, interests and previous achievements) is important in developing a curriculum in which the diversity of needs is met. The way students are grouped for activities can influence their access to the curriculum. Placing a child with profound learning difficulties alongside a student whose difficulties are less profound can, for example, provide opportunities for interaction, language development and a worthwhile shared experience that benefits both participants.44
Mainstream provision
In mainstream schools, students are generally placed in classes according to their age. At the end of each school year, they normally progress to the next class. Exceptionally, the parents and the school may decide that a student would benefit educationally from an extra year in a particular class.28
Special schools
Arrangements vary in special schools depending on the needs of individual students and the internal organisation of schools.28 In all-age special schools, students do not necessarily progress to a different class each year. Students change classes and groups at different times, dependent on what teachers and their parents determine is the best progression route for the individual concerned.44
Progression for students with statements of special educational needs
Where students with special needs have a statement of special educational needs, this must be reviewed annually (see below), and any necessary amendments to reflect new needs must be made. Similarly, it may be decided that the maintenance of a statement is no longer appropriate. A student may, as a result of the review, change schools either at the point of transfer between school phases, such as from primary to secondary, or when a student's needs would more appropriately be met in a different school, for example, by integration in the mainstream.28
Every statement of special educational needs made by a local authority must be reviewed at least once every 12 months from the date on which the original statement was issued. Schools may, in addition, review the statement more often if this is considered necessary. The review meeting will normally be held in the school. Parents are invited to attend and to be accompanied by an adviser, friend or 'Named Person'. (A Named Person can be a friend, a relative or a member of a voluntary organisation or parent partnership scheme organised by the LA.) The child may also attend at least part of the meeting and express a view on progress made in the past year. If, as a result of the review, the LA, on receipt of a report from the school, wishes to amend or cease to maintain the statement, it must write to the parents informing them of this intention and of their right to make representations concerning it. The LEA must consider any parental representations and inform parents, in writing, of the result of their consideration. It must also inform parents of their right to appeal if they disagree with the LA's conclusions. The first annual review after the student's 13th birthday, and any subsequent annual reviews until the child leaves school, should include a transition plan, which draws together information to plan for the student's transition to adult life (see below).28
Transition plans
The first annual review after a child's 13th birthday, and any subsequent annual reviews until the student leaves school, should include a transition plan which draws together information to plan for the student’s transition to adult life. The review should involve all the agencies that may play a role in the young person’s life during the post-school years.71
The annual review and transition plan have an additional significance as the young person approaches the age of 16 (the end of compulsory education). Under the Learning and Skills Act 20001, Careers Wales (http://www.careerswales.com/) has responsibility for ensuring that the needs of young people with SEN are assessed on leaving school and suitable provision for further education or training identified. Although not a statutory requirement in Wales, Careers Wales also places particular emphasis on supporting disadvantaged students, including those with SEN but without statements of special educational needs.71
Statements of special educational needs do not have any force once the student has entered the further education sector, although institutions may take them into consideration when assessing the needs of students.71
In maintained (publicly-funded) special schools in Wales, the student:qualified teacher ratio is around seven students per teacher.24
Training
Initial teacher training courses in Wales must provide all student teachers with basic knowledge and skills in the field of special educational needs (SEN). New requirements are also being introduced to ensure that all newly qualified teachers:
All teachers of classes of hearing-impaired students and of visually-impaired students must obtain a relevant, additional approved qualification within three years of appointment.28
Continuing professional development (CPD) (training) in SEN is provided at a variety of levels. The National Assembly for Wales (NAfW) makes funding available through the Grants for Education Support and Training (GEST) Programme to, for example:
This involves equipping such staff with the skills and competencies needed to improve the education of children with SEN and to help them to take account of revisions to the SEN Code of Practice (see section 1.2.1). Funding is also available to cover costs associated with the development of a closer partnership between parents, schools, LAs and voluntary bodies in securing a better education for students with special needs.28
Mainstream schools
When a child with a statement of special educational needs is placed in a mainstream school, extra support or provision is often required. This may include the provision of a Learning Support Assistant (LSA).28
Learning support assistants (LSAs)
LSAs provide the extra help which is often needed to make it possible for students with SEN to be educated within mainstream schools. LSAs do not need to have 'Qualified Teacher Status' (QTS), although some LSAs are experienced teachers. Continuing professional development (CPD) (in-service training) is provided.28
Special Educational Needs Coordinator (SENCO)
In addition, in all mainstream schools, a SENCO should be designated. This person is responsible for:
In a small school, one person may take on this role, possibly the headteacher or deputy headteacher. In larger schools, there may be an SEN coordination or learning support team.28
There is a national framework of standards for SENCOs. These standards set out the additional knowledge, understanding, skills, attributes and expertise required by those teachers who coordinate SEN provision in a mainstream school. The standards clarify responsibilities arising from the national Code of Practice for SEN28 (see section 1.2.1 of this Archive), and provide a framework for the development of targeted professional training in relation to SEN. The National SEN Specialist Standards are available online via the website of the Training and Development Agency for Schools (TDA) (http://www.tda.gov.uk).
Secondary-level mainstream education
Most mainstream secondary schools appoint one or more teachers with specific expertise in the identification and teaching of students with SEN. Large secondary schools may have a separate special needs department. Students may be withdrawn from the mainstream class for remedial classes, or a teacher may support students with SEN in ordinary classes, either individually or as members of a small group. SEN specialists may work with groups of teachers to develop curriculum materials or teaching techniques.28
Special schools
Staffing for special schools consists of teachers, LSAs (see above) and, where appropriate, for example, in residential special schools, care staff and support staff. Where residential childcare staff are appointed in residential special schools, a suitably qualified person should be responsible for the care of children/students. This 'head of care' should not be the headteacher of the school.28
In mainstream and special schools, teaching methods and learning materials are decided by the class teacher in consultation with expert colleagues, who have a particular responsibility for that area.28