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ITEM CMDSI2
CABINET MEMBER FOR SCHOOLS IMPROVEMENT – 2 OCTOBER 2007
additional special educational needs funding allocated to some schools and partnerships
Report by the Director for Children, Young People & Families
Introduction
1. The consultation on the delegation of the statementing budget in November 2005 also gave schools an opportunity to consider the ‘additional funding for SEN’ allocated to some schools and partnerships. Additional funding has historically been allocated to some schools and partnerships for learning difficulties and behaviour totalling £1 million per annum. A large number of schools felt unable to respond to proposals for any redistribution and requested more discussion and information. The consultation feedback highlighted the tension between maintaining good practice that has developed within schools and partnerships currently receiving the additional funding and the need to consider the fair distribution of funding for all schools. The Cabinet asked for a report in Summer 2007 on the use of additional funding and any proposals for its redistribution from 2008.
Annex 1 (download as .doc file) provides a summary of the funding.
Recent relevant reports from OfSTED and the DfES
2. Two reports have been published this year which have a bearing on Special Educational Needs (SEN) provision.
The DfES report, ‘Inclusion: Does it matter where pupils are taught?’ (July 2006) examines factors that promote good outcomes across a range of different provisions for pupils with SEN. The reports highlights the need for specialist teaching, good assessments and effective interventions appropriate for each child’s special educational needs.
Guidance produced by the DfES ‘Planning and Developing Special Educational Provision’ (May 2007) makes it clear that when proposals are developed for reorganising or altering SEN provision Local Authorities (LAs) will need to show how they will improve on current arrangements. It sets out a number of factors that local authorities and other decision makers should consider. It encourages LAs to develop a range of provision to meet the range of children’s SEN, recognising that this may include provision in special schools or mainstream schools, in specialist resourced provision within a school or in a specialist unit attached to, or co-located with a school, in mainstream early years and childcare settings, or through federations, collaborations and partnerships. The key features of any form of SEN provision which determine its effectiveness in improving progress and raising achievements, should be its flexibility and capacity to meet the individual needs of children through access to appropriate specialist support and advice, however that is provided. Extracts from both reports are included in Annex 2 (download as .doc file) . Information on the use of the additional SEN funding
3. The nursery, primary and secondary schools receiving additional funding have produced reports on how this has been used and the effectiveness of the provision. A number of key benefits of specialist provision were highlighted:
· The use of appropriate assessment methods, including p levels. · A wide range of approaches, strategies and resources. · Good links with other agencies. · Independent, professional advice and support to staff in schools and to parents. · Support for small schools where expertise and flexibility to deploy staff may not be available. · Knowledge and experience in monitoring and evaluation of SEN. · Training and support for teachers, TAs and parents. · Specialist knowledge. · Immediate advice when a new child with SEN arrives or during a period of crisis. · Delivery of support programmes whilst individual children settle into school, await further assessment or to overcome severe problems. · Introducing and embedding new educational initiatives for children with SEN (e.g. Wave 3 materials). · Supporting school practice for early identification and intervention. · Specialist teachers and TAs meeting local needs managed by the partnership. · Increased attendance of pupils with SEN. · Reduction in exclusions. · Improved progress and raised achievements.
Background information on the funding
4. (a) Secondary Schools
Additional funding is allocated to 13 secondary schools and amounts to approximately £700,000.
· Ten schools have received between £20,000 and £80,000 since 2001. These schools were originally selected due to their high number of students transferring to specialist MLD provisions. This was then broadened to include those schools with the highest SEN Index. The funding is now described as Enhanced Provision for Learning and Behaviour. · Uniquely Wood Green has an area resource base for students with moderate learning difficulties; it serves the west of the county. Admissions are determined by the LA in consultation with the head and governors of Wood Green School. · Two other secondary schools, Carterton and Drayton, have funding for Moderate Learning Difficulties units. They no longer operate as units as the schools have chosen to deploy the additional resources to strengthen inclusion throughout the school. Admissions are the same as for any student with a statement of SEN entering secondary school.
Secondary headteachers and governors worked with LA officers on proposals to devolve these resources, in conjunction with proposals to devolve the Pupil Referral Unit and Integration Service (PRUIS) budget from September 2007. Only half the schools responded to the final consultation and these were split on the suggested changes. It has been proposed (via Schools Forum) that officers carry out further detailed consultation on proposals to devolve these resources from April 2008. This work is underway.
(b) Primary
Additional funding allocated to primary schools amounts to £270,000. Berinsfield receives £122,000, Witney, Carterton and Thame partnerships receive £80,000, £22,000 and £46,000 respectively.
· The Witney MLD unit began in the 1950s, outreach was introduced in 1982 and the provision became solely outreach in 2004. It serves the Witney and Eynsham partnerships. · Since 2004, Carterton has been operating a Rapid Response Project with the additional SEN funding. This has been used to provide extra TA support, additional Educational Psychologist (EP) time, training for TAs and research. Carterton has a high proportion of children whose parents are serving in the RAF and there are a high number of children with learning and behaviour needs. · The Thame Project has been operating since 2004, it aims to raise the attainment of, and provision for, pupils with SEN within the partnership. It is managed by an Inclusion Project Manager (0.6) and there is a Project Teaching Assistant (full time). This partnership-based cohesive team works at a local level developing a strategic response to the needs of the schools. The collaboration has created a climate for improvement and delivered results as demonstrated by Ofsted outcomes and pupil progress. · Berinsfield CP School receives an additional £120,000 to run a unit for MLD/SEN. There has been additional provision at Berinsfield since before LMS was introduced in 1989, due to a wide range of social factors and high levels of social deprivation. Children’s needs are supported by a range of in-class, individual, small group and unit support tailored to their needs. Contextual valued added data shows very good progress made for all children at the school, including those with SEN. The school proposes to extend its SEN provision by developing an integrated support service strategy, outreach support, providing some similar functions to PRUIS and the BESD service and possibly joint use with other services such as the VI service.
(c) Nursery
Lydalls nursery receives almost £52,000 additional funding for SEN. This was intended for a dedicated SEN provision for 10 children, serving the Didcot and surrounding villages. The nursery has a reputation for its high quality inclusive education. There are a number of early years developments taking place which have a bearing on any decision affecting Lydalls. More children's centres have been promised by the government but the scope will not be known until late 2007 or even 2008. The children's centres in Didcot are in development and it is as yet unclear what role Lydalls will play in the provision of specialist services to meet identified needs.
(d) Outreach from Special Schools - Bishopswood Outreach
Bishopswood Special School receives additional funding for 2 teachers to provide outreach in the local area. All Special Schools receive a small amount of funding for outreach. SEN & Disabilities Service providers, LA Officers and Special School headteachers are working together on the strategic and operational development of outreach from Special Schools. A number of key national and local documents are guiding this work, including Outreach Support from Special Schools: A Service Level Agreement Model, (DfES/Regional Partnership publication 2006), Removing Barriers to Achievement, Inclusion: Does it matter where children are taught, and Oxfordshire’s Children & Young People’s Plan.
Conclusion
5. Schools and partnerships that receive additional SEN funding are able to demonstrate the positive impact that the funding is having on children with SEN. It would be difficult to prove that any alternative proposals will improve on current arrangements in those areas. Historical factors account for the distribution of some of this funding; this does not reflect areas of highest need in Oxfordshire today. When future planning opportunities arise it should be recognised that some areas of the authority, particularly the South and West, have additional SEN provision and explore options to enhance areas where there are gaps.
Proposals
6. Nursery - Maintain Lydalls additional SEN funding while Children’s Centres provision are under development and while it remains unclear the role that Lydalls will play in the provision of specialist services to meet identified needs.
Primary allocations - Continue existing allocations, including the continuation of Berinsfield’s funding but expect a wider service for surrounding schools.
Special Schools, Bishopswood Outreach - Continue existing funding and link with strategic development of Outreach from Special Schools.
Secondary allocations Funding for the 10 schools with enhanced provision for learning and behaviour - From 2008, allocate the funding to the schools with the highest need, as measured through the SEN Index over the last 3 years. - Reconsider the use of this budget as part of further work on the devolvement of PRUIS.
Funding for Carterton and Drayton - Continue existing funding for Carterton and operate as a resource to local schools. (Funding for Drayton will be allocated directly from the DfES in September when it becomes an academy).
Funding for Wood Green: - Continue to provide an area MLD provision
RECOMMENDATION
7. The Cabinet Member for Schools Improvement is RECOMMENDED to:
(a) continue all existing allocations of additional SEN funding with minor adjustments:
(1) Berinsfield to offer a wider service to surrounding schools;
(2) ensure that enhanced funding for learning and behaviour is allocated to the 10 secondary schools with the highest SEN Index over the last 3 years. This should be recalculated for each funding period (the next being 2008 – 2011);
(3) Carterton Community College to operate as a wider resource to local schools;
(4) when consider funding requests for children with statements, officers will take into account additional SEN funding already allocated to the school or partnership; and
(b) seek opportunities to enhance areas of Oxfordshire that do not receive additional SEN funding, as opportunities arise.
JANET TOMLINSON Director for Children, Young People & Families
Background papers: Nil
Contact Officer: Janet Johnson, Service Manager, (SEN, Lead) Children, Young People & Families, Tel: 01865 815129
August 2007
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