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ITEM EX14

EXECUTIVE – 10 DECEMBER 2002

SPECIAL SCHOOL PLANNED PLACES 2003/04

Report by Acting Chief Education Officer

Background

  1. Each year Headteachers of all Special Schools are asked to list current pupils by funding band and to provide estimates of likely numbers joining or leaving the school by September in the following year. This information is then checked, as far as is practicable, and collated. Discussions take place between officers and Heads to try to agree likely numbers and agree banding. There follows a written consultation with Heads and Governors before the Executive is asked to approve Planned Places for the following year. This largely determines Special School funding.

    2. Introduction

  2. Having consulted all heads informally and in almost all cases agreed informally proposed planned places and pupil banding, proposals have been made to governors for the financial year 2003/04. These are attached at Annex 1 (download as .doc file) which shows proposals for April 2003 (5/12 of the year) and September 2003 (7/12 of the year). The use of two estimates in this way is currently subject to consultation as part of broader changes to the Fair Funding scheme. If the change is not agreed then the September section of the annex would, as in previous years, be the basis for funding the whole year. An oral report of any governor responses will be provided on 10 December. Any written response will also be available.

    3. Proposed Planned Places

  3. It will be noted that proposals for 2003/04 show a continued shift from Bands 3 and 4 to Band 5 (the children with greatest need) but a reduction of 28.6 planned places overall The increase in the number of pupils with a high level of need, as reflected in the increase in Band 5 pupils, may result from greater survival rates and an increase in particular forms of special educational needs. For example, there appears to be an increase in the number of children with severe learning difficulties and Autistic Spectrum Disorders (ASD). This reflects apparent national and international trends. Naturally, the majority of children with ASD are educated in mainstream schools and only those who also have severe learning difficulties are likely to be in special schools.

  4. The reduction in Planned Places overall, notably Band 3, reflects national and local policies on the inclusion of children in mainstream schools. This mainstream inclusion is particularly the case for children with moderate learning difficulties. For this reason it is proposed that the money released by the reduction in the special school budget should be used to extend the inclusion of children in mainstream schools. In this way, from within existing budgets, the average sum per pupil delegated to special schools will increase but mainstream inclusion will also be enhanced. Elsewhere on the agenda are proposals in connection with the future of schools for Moderate Learning Difficulties which provides additional information.

    5. Residential Planned Places

  5. Woodeaton Manor has a residential provision currently funded for 20 pupils. This is the same number of residential places as existed when the school had more than twice the number of pupils on its roll than are planned for September 2003. It is therefore proposed that from September residential places should be reduced to 10 and the money released being added to the funds for enhancing mainstream inclusion. The residential issue is also addressed in the report elsewhere on the agenda.

    6. Financial and Staff Implications

  6. The financial implications of this paper will be set out in the Revenue and Capital Budget Report to the Executive in January 2003. A reduction in special school budgets would lead to a reduction in staffing. However, there is likely to be a simultaneous increase in staffing in mainstream schools reflecting the changed balance of pupil placements.

    7. Implications for People Living in Poverty

  7. A possible implication of this report for those living in poverty would be the reduced availability of part time residence at Woodeaton Manor. However, there would also be an enhancement to educational provision in mainstream schools for children with MLD, a disproportionate percentage of whom live in poverty. A reduction in special school places might result in a marginal reduction in transport requirements and so have a beneficial effect on the environment.

    8. RECOMMENDATIONS

  8. The Executive are RECOMMENDED, subject to any further consultation responses (to be reported orally), to:

          1. agree the planned places proposals set out in Annex 1 (download as .doc file) to the report; and

          2. agree the reduction in residential planned places at Woodeaton Manor from 20 to 10 from September 2003.

ROY SMITH
Acting Chief Education Officer

Background Papers: Nil

Contact Officer: Simon Adams, Senior Education Officer Tel 01865 810602

November 2002

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