Meeting documents
Cabinet
Tuesday, 20 December 2005
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÷ ü H ë We support the principle of further delegation but fear this will have a negative impact on workload for headteachers and SENCO'sÕ We tend to support an immediate transition to delegation of statementing funding with 2 key conditions: 1) we are able to establish a partnership approach to delegation. 2) The audit guarantees the continuation of funding support for all existing statementing children. We are also concerned that there is a lack of clarity about the level of additional funds that will be released by the reduction in central bureaucracy and why it won't be available for three years.Õ The principle of equity in relation to additional funding is flawed. There has long been a practice in education of targeting specific identified needs with support grants in order to develop good practice which can then be shared. It took three years to establish our partnership inclusion project because of lengthy negotiations with the LEA and rigorous criteria being set for it. However since then the LEA have not asked for any evaluation of its effectiveness although the data is available. We feel that the LEA should be more pro-active in learning from our acheivements and seeking to diseminate good practice rather than just going for an euitable model which offers no clear expectations whatsoever for how the redistributed money is used to raise the acheivements of SEN children across the county. We also feel that appendic C does not give a full picture of the additional funding that various schools and partnerships receive. e.g. although not specifically targeted at SEN, funding for the excellence clusters in the city must be having an impact on the achievement of SEN children. In light of this we strongly feel that this proposal should be dealt with separately from the delegation of statementing funding. There needs to be more time and consultation given to the implications of redistributing this funding. Any changes should be phased over a longer period of time so as to minimise the impact on provision for individual children currently benefiting from it.è Unsure of the difference for larger schools - probably f is a contingency. Increases in identification of children on the Autistic Spectrum, whose needs can be considerable, are not reflected by socio-economic provision, therefore the schools registered needs must be considered. e.g we have 3 identified as statements and increase of providing from 5 to 15 hours incur costs much higher than the proposed increase from the delegated budget - many schools must be in a simiar position.Ê Need time for partnerships possibly losing their provision to prepare and decide if support for this expertise comes from 'pooling' finances as well as time for staff to consider their future positions.ê These principles would also underpin the streamlining of the statementing process where resources are distributed according to the needs of individuals rather than simply distributed 'equitably' between schools according to postcodes. Would only support any level of delegation if audit approach was adopted. Other methods would be too crude to safeguardthe entitlement of high level SN children in less deprived areas. A more streamlined system of statementing remains the fairest way of support SN pupils.¬ Our school receives excellent support from Witney MLD Outreach and hopes this will continue - especially as our SEN budget would decrease under all of the models suggested.Y We are concern about the transparency of the procedures used to achieve these principles.r We support the principle. But fear that this will have a negative impact on workloads for headteachers and SENCO'sí We tend to support an immedicate transition to delegation of funding provided a partnership approach can be adopted and establish, and also provided the continuation of funding support for all existing statemented children is guaranteed.ì The principle of equity in relatoin to additional funding does not relate to current good educational practice, where specific identified needs are targeted and expertise developed in order to raise standards of acheivement effectively.˜ We continue to support the view that children who have a particular level of need should have these needs recognised and recorded within this authority.† We might support the notion of delegation if we were not one of the schools that would lose a large proportion of our funding for SEN. Support for at least 15 hours*
We are a school that would suffer financially through the examples given any of these models, though every other school in our partnership (Isis) would gain significantly. We have not had any satisfactory explanation of why this is the case, particularly as we have a higher SEN Index than some partner schools and higher numbers of statemented children. It is not acceptable for a school such as Cutteslowe, or any school, to be predicted to lose such a large amount of money from its budget, as shown in your spreadsheet.Ï These general performance measures seem acceptable, but there seems to be no provision for anyone from the LEA to have a role in monitoring/auditing; numbers and data certainly do not give the whole picture.$ We understand the need to review and revise SEN procedures, but cannot support the proposals given. We work hard to ensure that our pupils have their full entitlement to an effective education and use our SEN budget wisely and creatively. However, as a school with a deficit budget, any shortfall in funding would have a serious detrimental effect. It cannot be acceptable to propose methodologies which give such a wide variation of winners and losers, particularly when there seem to be such anomalies between similar schools and partnerships.8 We are a small school (112) with average/below average SEN but with a high number (3) of genuine cases of children who either have or need statements. We don't fall into the small school category (SEN budget £19,000) but would really struggle to give these children what they need (5-20 hours support) if our budget were to remain the same or dip I know existing statements would remain but this is a scenario to be considered for the future. We would need to be considered a 'special case' or would have to encourage parents to push for statements for SEN children.¯ I'm afraid we/I don't have the direct knowledge of the role of these schools to give an opinion either way. Very keen on inclusion but some children need very 'special' care.¢ We strongly agree that children in low incidence categories (ie sensory/possibly autistic) are random and therefore should not be included as part of the formula.M Additional money will not benefit and infact could worsen current situations.¶ What criteria would there be in school for deciding who should/could be allocated additional hours? Moderation between similar schools? Effect on pupils transferring between schools?› Concern about what would happen to existing statements where less than 15 hours is offered? If children do not get statement when they are supported up to 15 hours will parents feel satisfied there is a lot of security with a statement? This delegation will undoubtedly impact on time and responsibility of the SENCO who would likely want extra payment for the responsibility which schools would need to fund.å Small schools often have no money to employ a SENCO to apply for statements - if the options in which small schools have to apply for central funds are adopted, will the process be simplified so that the bureaucracy will be less?¿ All the money for SEN should be directed at giving needy children the maximum support possible. There should not be schools who are supporting these children without the necessary resources.n I find the figures very hard to understand but am concerned by the number of schools who appear to be 'losers'è My concern is with the use of the data that comes out of the 'performance measures'. It is very imoprtant to monitor but there should not be a new bureaucracy created or we might as well stay with the current method, which is fair.… We are very concerned that schools with 'good' socio-econom< ic indicators will be penalised by this system. The two aspects of school life are not always linked. The increase in autism is a concern as is severe dyslexia and any physical impairment. We trust that delegation will always focus on needy children and not be used for other purposes such as propping up workforce remodelling.R This must be assessed on the needs of each school. It must be fair and impartial.6 Depends on any factors of weighting and other inturia. Phasing period far too short.= Support should go to where it is required not just blanketed.~ Thame Inclusion Project is working for all the schools in the area as a recent project it should continue to see the benefits. Mill Lane School - Governor Mill Lane School - Head} We support the principle of further delegation but fear this will have a negative impact on workload for teachers and SENCos.ÝW e w o u l d l i k e t o s u p p o r t a n i m m e d i a t e t r a n s i t i o n t o d e l e g a t i o n o f s t a t e m e n t i n g f u n d i n g w i t h t w o k e y c o n d i t i o n s , 1 ) W e a r e a b l e t o e s t a b l i s h a p a r t n e r s h i p a p p r o a c h t o d e l e g a t i o n . 2 ) T h e a u d i t g u a r a n t e e s t h e c o n t i n u a t i o n o f f u n d i n g s u p p o r t f i o r a l l e x i s t i n g s t a t e m e n t e d c h i l d r e n . W e a r e a l s o c o n c e r n e d t h a t t h e r e i s a l a c k o f c l a r i t y a b o u t t h e l e v e l o f a d d i t i o n a l f u n d s t h a t w i l l b e r e l e a s e d b y t h e r e d u c t i o n o f c e n t r a l b u r e a u c r a c y a n d w h y i t w o n t b e a v a i l a b l e f o r t h r e e y e a r s . Ô The principle of equity in relation to additional funding is flawed. There has long been a practice in education of targeting specific identified needs with support grants in order to develop good practice which can then be shared. It took three years to establish our partnership inclusion project because of lengthy negotiations with the LEA and rigourous criteria being set for it. However since then the Lea have not asked for any evaluation of its effectiveness although the data is available. We feel that the LEA should be more pro-active in learning from our achievements and seeking to disseminate good practice rather than just going for an equitable model which offers no clear expectations whatsoever for how the redistributed money is used to raise the achievements of SEN children across the county. We also feel that appendix C does not give a full picture of the additional funding that various schools and partnerships receive. E.g. Although not specifically targeted at SEN, funding for the excellence clusters in the city must be having an impact on the achievement of SEN children. In the light of this we strogly feel that this proposal should be dealt with separately from the delegation of statementing funding. There needs to be more time and consultation given to the implications of redistributing this funding. Any changes should be phased over a longer period of time so as to minimise the impact on provision for individual children currently benefiting from it.ˆ Inclusion must be successful and not part-funded with the burden of costs and 'chasing' support falling on the school and other parents.ð As a big-time loser in your calculations we would be extremely unhappy at losing funding for our more seriously disabled pupils - infact we would have to consider our ability to meet their needs if they were admitted and decide accordingly.° Is this allocated to individual pupils or all schools using SEN Index - in which case we would lose out and be unable to support our cerbral palsey, VI, Downs Syndrome etc.etc.Ã We have always welcomed inclusion but the figures for Enstone School would indicated a huge cut in funding as we do not rate highly on the SEN Index generally. Without proper, adequate funding other pupils would suffer and we are very unwilling to let this happen. We are very unwilling to let this happen. We would seriously consider whether we could meet the needs of SEN children and the associated costs, in future, when considering admissions.ý To distribute resources equitably to me suggests schools currently with pupils with high needs and this is reflected in hours of support for statements should not have this funding withdrawn but it should be maintained as long as the statement reflects.ò Delegation of the money related to additional bureaucracy but not to harm pupils who depend on the extra support redistribution of this statementing budget would mean a cut in staffing at Mill Lane which will have direct impact on the pupils.O Most of the statements at Mill Lane 3/4 have statements between 15 and 30 hours this would have a major impact on honhouring the current statements - these pupils have complex needs and require full support currently the 1 other statement has 15 hours support but the pupil requires 25 hours so already the school supports the funding.4 This would need to be phased to ensure it is fair on the pupils to readjust to the levels of support the school can afford. A school such as Mill Lane who is likely to have money taken away will not be able to fund the current statements. We have immediate needs and would need to draw on contingency fund.™ I continue to strongly believe distribution of resources must be directly related to need. The system must be transparent and fair to all with money directed to specific cases. There should be no 'gains' within the system with significant winners benefitting from the loss of others who are currently recognised to be doing a good job, but because they have children with 'complex' needs will loose heavily. Appendix C does not give a full picture of the additional funding that various schools and partnerships receive - without having further information of the reasoning behind the funding and the accountability for how the funding is used. It would be unjust to redistribute this funding if an exemplar model were being used effectively to benefit many pupils. The redistribution would spread the money more thinly over a larger area and who is to say what the benefits would be. Many areas within Oxfordshire benefit from support grants not necessarily targeted at SEN e.g. 'excellence clusters in the city' These funds must have an impact on acheivement of SEN pupils it seems very unfair to redistribute some pots of money without consideration of all the others. I do not beleive these schemes should be part of the delegation of statementing but looked at independently if necessary. I beleive this funding should be something that is auditted according to value for money with people having to bid for the grants and then evaluated for effectiveness. I beleive if a scheme is working well there should be an opportunity to share this with other areas, with opportunities for other schools/partnerships to bid for money and held to account to maintain the financial support.„ There are some children for whom inclusion is not appropriate in a mainstream setting special school provision should be maintained.6 We don't know enough about this to be able to comment.Z We have benefitted greatley from the expertise and support offered by Witney MLD Outreach.€ We would be wary of too much emphasis being placed on socio-economic factors as need does not always necessarily link with this.Ø Support these principles but feel there are some SEN principles which have been ommitted. Unclear as to whether indicated level of support is for the 'general principles' the 'proposed principles' or the 'proposal'.t How would 'level of bureaucracy' be measured for schools? How quickly would monitoring impact on the lives of children with SEN especially in the first 3 years? There are no indications of the outcome for the monitoring and review processes e.g. what would happen if an undue number of pupils with SEN were excluded? or out of catchment? What would an undue number be? Only if the fu< nding to support new childrens centres is used to allocate a part time SENCO (additional to established staffing) to each childrens centre, along with SEN funding to support such children especially as some SEN children would be out of catchment area. School DfES No. SEN Index %< SEN Index used to allocate all of the funding for statements General School Data Bartlemas Nursery School Headington Nursery School Grandpont Nursery School Slade Nursery School Elms Road Nursery School Lydalls Nursery School The Ace Centre Nursery School Edward Feild Nursery School West Kidlington Nursery School Five Acres Nursery School Wheatley Nursery School John Hampden Nursery School Hornton Primary School% Madley Brook Community Primary School% Harriers Ground County Primary School' Orchard Fields Community Primary School Hill View Primary School Queensway School The Grange School William Morris School Hardwick CP School Charlbury Primary School Enstone Primary School Great Tew County Primary School Kingham Primary School West Kidlington Primary School Middle Barton School Five Acres Primary School Brookside Primary School% Longfields Primary and Nursery School Whitchurch County Primary School Eynsham Community Primary School King's Meadow School% Glory Farm Primary School and Nursery Brize Norton Primary School Burford Primary School Carterton Primary School Gateway Primary School Edith Moorhouse Primary School# Tower Hill Community Primary School Queen's Dyke School St Nicholas Primary School Stonesfield School William Fletcher Primary School North Kidlington Primary School Sandhills Primary School# RAF Benson Community Primary School" Chalgrove Community Primary School Stadhampton Primary School Tetsworth Primary School Watlington Primary School$ Berinsfield Community Primary School Barley Hill Primary School Benson Community Infants' School Mill Lane School Nettlebed Community School Sonning Common Primary School South Stoke Community School Woodcote Primary School Valley Road School Badgemore Community School Bayards Hill Primary School Cutteslowe Primary School East Oxford Primary School Windmill Primary School New Marston Primary School Rose Hill Primary School$ West Oxford Community Primary School Wolvercote Primary School Orchard Meadow Primary School Larkrise School Dunmore Junior School Dunmore Infants' School Chilton County Primary School Greenmere Primary School Drayton CP School Faringdon Infants' School Faringdon Junior School Harwell Primary School Dry Sandford Primary School South Moreton School St John's Primary School Botley Primary School Watchfield Primary School Charlton Primary School Rush Common Primary School Fir Tree Junior School Stockham Primary School Thomas Reade Primary School Wood Farm Primary School Edward Feild Primary School John Hampden Primary School Dashwood School Pegasus Primary School Stephen Freeman Primary School Being introduced too quickly would prefer it to be introduced in April 2007. Hard when you get children joining your school mid-year with complex difficulties.Õ Although demographic areas relatively small, in parts of Headington areas of social deprivation often within afluent areas e.g. Stowood Close, Barton Road flats so aren't evident. Would like this delayed further.p Would be pleased if this resulted in additional EP and SEN support services ie targeted training - would this be free? How often do you guarantee if e.g. Oxon Budget is cut, that schools don't have a reduction? Will there be more paperwork for schools to prove where the funding is being used? and it's effects? Strengthened reviewing process - what does this mean?w Think all partnerships should have additional SEN funding as beneficial but wouldn't want the existing support stopped.˜ If you currently have pupils with statements on 15 hours or 15 hours plus will this be taken into account in the formula in order to maintain those agreed statements? Some concern with increasing parental awareness/litigation awareness particularly for children with varying needs (e.g. dyspraxia, dyslexia) that schools may be pressurised into unrealistic expectation of support without sufficient funding.Ï Schools needed to be supported by effective and well resourced outside agencies who understand the system. They need a clear idea of thresholds for different levels of need - consistency within partnership.• Continued local authority support in schools to establish appropriate levels of support are being given. Increased levels of partnership moderation.q Principles do not work out in practice without the necessary resources: delegation may mean spreading too thinly.8 But only if schools are then able to fulfill principles.Ý Current illustrations show major winners and losers and very few status quo - that would seem to indicate we need further thought - current need must be supported through transition WAIT until more planning has been done.‰ The number of permanent exclusions of pupils with SEN and fixed term exclusions - tey all have an impact on pupils, families in all this.¶ Take longer to think/plan through the funding method so there is far less immediate impact on 'losers' Consider the impact ISS may have WAIT until that local support is established. Proposal has come in the midst of major other tasks for schools = PPA and TLR/staff structure. I'm sure they haven't had the time to think about the long term benefits/drawbacks in their settings. We need more time to look at hypothetical case studies - how an individual statemented child might have been supported differently/more effectively in our school whether we could have afforded it - how the support services will work. WAIT until new Children, Families and Young People Directorate is bedded down.} Some concern that further delegation may mean a) more work for heads and SENCOs and/or b) less support from central advisors.ã The number of 'complaints' will probably correlate with number of upper/middle class parents in the school. Not sure how you would 'weight' the diff performance measures. What does the number of permanent exclusions tell you?ñ County needs to ensure structures are in place to secure priority for high level plus children to access to CLASS, BSS Service, OT and physio, EP, etc.to work with children in school. Consider the allocation of ICT SEN resources and advice. Thame Partnership - Sue Tokumineq In principle it would seem to be reasonable to re-distribute funding across all schools. However, it would be disadvantageous to lose existing successful initiatives (self-interest I know, but the Thame Partnership project is working well). The proposal doesn't provide encouraging incentives for creative initiatives which can test and move forwards educational thinking and effectiveness. I suggest keeping back an allocation for project funding which could be bid for, may be time-limited and which would require an element of evaluation and accoutability regarding value for money in terms of cost related to outcomes.! Carswell Community Primary School Cholsey Primary School Manor School Thameside Primary School! West Witney County Primary School Long Furlong Primary School Millbrook County School Caldecott Primary School Windale Community Primary School Southwold County Primary School! Langford Village Community School Ladygrove Park Primary School Bure Park Primary School+ The John Henry Newman CE (A) Primary School, St John The Evangelist CE (A) Primary School) Cropredy Church of England Primary School Wroxton CE Primary School$ Sibford Gower Endowed Primary School, St Mary's CE (V.C.) Primary School (Banbury)) Finstock Church of England Primary School, Chadlington Church of England Primary School, Hook Norton Church of England Primary School( Bloxham Church of England Primary School Fritwell CE Primary School$ Charlton-on-Otmoor CE Primary School" Chesterton CE Aided Primary School Fringford CE Primary School( Launton Church of England Primary School< Finmere CE Primary School* Clanfield Church of England Primary School/ Aston and Cote Church of England Primary School Ducklington Primary School' Hailey Church of England Primary School4 Leafield Church of England Controlled Primary School St Kenelm's C of E (VC) School* Standlake Church of England Primary School* North Leigh CE (Controlled) Primary School" Stanton Harcourt CE Primary School( Bampton Church of England Primary School7 Bletchingdon Parochial Church of England Primary School& Combe Church of England Primary School( Tackley Church of England Primary School* Woodstock Church of England Primary School' Bladon Church of England Primary School) Hanborough Manor Church of England School) Horspath Church of England Primary School Wheatley CE Primary School Garsington CE Primary School- Aston Rowant Church of England Primary School Benson Church of England School5 St Andrew's Church of England Primary School, Chinnor0 Clifton Hampden Church of England Primary School( Lewknor Church of England Primary School. Dorchester St Birinus Church of England School Great Milton CE Primary School# Marsh Baldon CE (Controlled) School) Culham Parochial Church of England School* Crowmarsh Gifford Church of England School( Peppard Church of England Primary School" Stoke Row Church of England School7 St Mary's Church of England (Controlled) Infants School) Freeland Church of England Primary School5 Church Cowley St James CE (Controlled) Primary School, St Andrew's Church of England Primary School, New Hinksey Church of England Primary School- St Michael's Church of England Primary School; Brightwell-cum-Sotwell Church of England (C) Primary School) Buckland Church of England Primary School' Cumnor CE School (Voluntary Controlled)- St Nicholas' CE Primary School (East Challow)* St James Church of England School (Hanney)& Grove Church of England Primary School John Blandy V.C. Primary School" The Ridgeway CE (C) Primary School* Longcot & Fernham Church of England School/ Long Wittenham Church of England Primary School Longworth Primary School Marcham CE (VC) Primary School. North Hinksey Church of England Primary School' Radley Church of England Primary School. Shrivenham Church of England Controlled School& Stanford in the Vale CE Primary School* St Michael's CE Primary School (Steventon), Sunningwell Church of England Primary School= All Saints' Sutton Courtenay Church of England Primary School= St Nicholas' CE Infants' School & Nursery Class (Wallingford)( Wantage Church of England Primary School' St Nicolas CE Primary School (Abingdon)" Blewbury Endowed CE Primary School* Hagbourne Church of England Primary School% The Hendreds Church of England School* Uffington Church of England Primary School; St Christopher's (Church of England) Primary School, Cowley+ St Francis Church of England Primary School( Trinity Church of England Primary School( Beckley Church of England Primary School Wychwood CE Primary School- St Swithun's Church of England Primary School# Milton CE Primary School (Abingdon) St Leonard's CE Primary School7 Bishop Carpenter Church of England Aided Primary School! St John's Catholic Primary School/ Bishop Loveday Church of England Primary School) Great Rollright CE (Aided) Primary School6 Holy Trinity Catholic Primary School (Chipping Norton)+ Deddington Church of England Primary School5 Christopher Rawlins CE Voluntary Aided Primary School, Kirtlington Church of England Primary School) St Edburg's Church of England (VA) School7 St Peter's CE Voluntary Aided Infants School (Alvescot)) St Christopher's Church of England School' St Joseph's Catholic School (Carterton)# The Blake CE (Aided) Primary School* The Batt CE Voluntary Aided Primary School) St Peter's CE Primary School (Cassington), Dr South's CE Voluntary Aided Primary School. Wootton-by-Woodstock CE (Aided) Primary School' Ewelme Church of England Primary School. Little Milton Church of England Primary School0 St Laurence Church of England (A) Primary School/ Checkendon Church of England (A) Primary School Goring CE Aided Primary School% Kidmore End CE (Aided) Primary School! Shiplake Church of England School7 Sacred Heart Catholic Primary School (Henley-on-Thames)4 Our Lady of Lourdes Catholic Primary School (Witney)3 St Thomas More Catholic Primary School (Kidlington), St Mary's Catholic Primary School (Bicester)- St Joseph's Catholic Primary School (Banbury)+ St Joseph's Catholic Primary School (Thame)' Dr Radcliffe's Church of England School5 St Barnabas' Church of England (Aided) Primary School# St Ebbe's CE (Aided) Primary School/ SS Mary & John Church of England Primary School1 SS Philip & James' Church of England Aided School" Our Lady's Catholic Primary School Hanwell Fields Community School, St Joseph's Catholic Primary School (Oxford)3 St John Fisher Catholic Primary School (Littlemore)$ St Aloysius' Catholic Primary School- Appleton Church of England (A) Primary SchoolC Ashbury with Compton Beauchamp Church of England (A) Primary School, Northbourne Church of England Primary School( Shellingford CE (Voluntary Aided) School) Wootton St Peter Church of England School" St Amand's Catholic Primary School# St Edmund's Catholic Primary School5 St Mary's CE (Aided) Primary School (Chipping Norton)3 All Saints Church of England (Aided) Primary School+ Shenington Church of England Primary SchoolU SEN Index used to allocate all the funding for statements with small schools* removed % of SEN Index Funding' % of SEN Index Funding (excl Nurseries)\ Socio-Economic % used to allocate all the funding for statements with small schools* removedC Socio-Economic % used to allocate all of the funding for statements Whole School Budget (£) SEN Index Funding (£) Statement Funding (£)@ SEN Index used to allocate all of the funding for statements (£)Z SEN Index used to allocate all the funding for statements with 'small' schools removed (£)1 SEN Index used to allocate the first 15 hours (£) Y NN SEN Index used to allocate the first 15 hours with 'small' schools removed (£)Y Socio-economic deprivation measure used to allocate all of the funding for statements (£)s Socio-economic deprivation measure used to allocate all the funding for statements with 'small' schools removed (£)J Socio-economic deprivation measure used to allocate the first 15 hours (£)g Socio-economic deprivation measure used to allocate the first 15 hours with 'small' schools removed (£)Ž Additional Funding allocated to some primary schools and partnerships (totalling £340k) redistributed to all primary schools using the SNI (£) Tend to support Strongly support Definitely do not support Strongly support the proposal Tend to support the proposal No opinion either way Tend to not support the proposal& Definitely do not support the proposal Strongly support the notion Tend to support the notion Tend to not support the notion$ Definitely do not support the notion Question 5b Question 5c Question 5d Question 5e Question 5f Question 5g Strongly support Tend to support Tend to not support Definitely do not support Question 1 Principles Question 2 Notion Question 4 Monitoring4 Question 5a Additional funding$ Tend not to support the proposals of enabling need to be met early as possible without the need for statement. No opinion either way in maintaining the LEA's role in monitoring, challenging and accountability. Tend to support the successful inclusion in mainstream settings wherever appropriate. On the point, 'be open and transparent and distribute resources equitably', what does the term 'euitable' mean? If funding is allocated according to the need and comes from an agreed standpoint then it would be possible to distribute funds equally.@ The audit give you a strong base and would ensure needs are met.G This would definitely affect us as a small school. We proportionally have a large intake of SEN (22%). Moderation would, and does, ensure the needs of the school are justified and this would be f< air, using the audit rather than the SEN index. Time should be given to the implementation. Rushing this could cause havoc. Should we not be looking at good models such as NLCs, and pilot the use of models. Why unsettle something that is established and works? Why not build on it? The funding should go into a partnership pot to ensure this money is used for what it is intended.o Strongly support using a range of measures for SEN pupil outcomes. Strongly support the amount of SEN funding. Other comments We are concerned that mistakes will be made when we are dealing with the most vulnerable children in education. We should look at what works well with schools and build on that. There seems no logic to the funding spreadsheet and more information is still needed.S The key will be to identify what, exactly, is 'euitable distribution of resources'.‡ As long as part of the statementing budget is retained to cover emergencies or schools/contexts which fall beyond the usual parameters. Account will need to be taken of certain contexts which fall beyond the usual boundaries for these measures. For example, in Carterton, account will need to be taken of the numbers of forces children, and the particular challenge that SEN forces children pose. For another example, Cutteslowe School, with relatively low overall SEN index, but very high levels of statemented pupils, would, according to figures on intranet stand to lose £47,000. Any formula needs to be sensitive enough to avoid such problems.æ Proposed funding measures do not favour small schools at all. SEN index calculation is unfair on our catchment as all of our statements are for children from middle/upper class section of society. We can only opt for status quo. Support delegation of budget using socio-economic deprivation as major driver. Such schools have many extra costs which result from special needs but are not just in terms of 'hours'. Prefer for first 15 hours with small schools removed as this is most beneficial to us financially.á I cannot understand why, if all funding delegated using Index, we would receive so little extra money. £1,335 other schools in partnership receive more or less funding in this scheme in what appears quite an arbitrary basis." Budgets already set up March 2008.q Using the current method would be preferable as proposed suggestions affect my school negatively (-1,964, -2,252)H In principle the funding is better going directly to schools. However I am unable to support this as a way forward as it puts my school in a deficit SEN budget. We are a tiny school with any one full time member of staff who is co-ordinator and SENCO keeping funding as it is at the moment enables us to be an inclusive school.» Unfortunately, experience has led us to have little faith in the allocation of funding to meet SEN statemented pupils needs and therefore cannot have faith in the distribution of funds. † We will be adversely affected by this notion, having a high proportion of statemented pupils in an area of little socio-economic need.• We would be prepared to accept 10 hours rather than 15 hours if there was a guarantee that the contingency fund would definitely fund the short fall.c We believe the methodology to be flawed. The only way for the LEA to monitor the effect of the delegated budget would be to run a simultaneous, comparative study based on a group of similar schoolsto whom the budget had not been delegated, in order to provide comparative data. Any changes in the above performace measures rather than delegated funding.— I do not feel I have enough knowledge to be able to comment on these issues. Consulting with primary and secondary heads associations would be useful. Cutteslowe is in a unique situation and this consultation form does not apply, therefore the answers we give are only applicable to this school.L Again, this list of criteria does not cover the cirumstances in this school.Å A meeting is being arranged between the school, officers and the EP service to try to find a solution to this problem of a small school with a high number of pupils with more extreme special needs.ˆ We do support, in principle inclusion, but recognise that children with high or complex needs are not always appropriately provided for.s Would like to see it phased over 4 years, as we are particuarly going to lose out financially under the new scheme.´ We are very concerned about the lack of funding our school will have. For children without statements with provision for up to 15 hours - as proposed - who is legally responsible?J Implications of accountability of every penny spent on SEN/TAs/SENCO time. If the delegation of statementing budgets is to go ahead it should be done as swiftly and as fairly as possible without any 'phasing in'. This ensures that the SEN needs would be met immediately as well as ensuring that early identification of SEN is in place. Question 3 Level Question 3 Method Question 3 Exceptional Question 3 PhasingÁ More consideration needs to be given to the plight of small school and more acknowledgement of the impact of early intervention showing awareness of the rest of this. (Nursery in particular!).Ä As before, the level of SEN in small schools is greatly affected by 1 or 2 cases. There is not the flexibility within small budgets to be as creative as in larger schools. Also in nursery schools children change very term, often children land in schools with high levels of need but no previous support as they may only have been at home. Enhanced funding enables continuity of staff and therefore quick and effective early intervention and support.€ This is so difficult to answer as we have no information to base opinions on for other settings. However, replacing Lydalls provision with a children's centre which needs only the input of a teacher for 1/2 day a week will seriously harm mainstream education for young children and will destroy a high quality educatinal provision which supports a wide range of SEN very effectively.& Only support some of these principles.U Delegation can equate to the end of ring-fenced funding (which is more safe-guarded).h Would predict an increase in special school admissions. Also an increase in 'formal complaints' to LEA. Q 3a Method, Audit Q 3b Partnership Q 3c Formula Q 3d LEVEL, All Q 3e, All, minus small sch
Q 3f,15hrs Q 3g, 15hrs minus small sch Q 3h, Exceptions Q 3i, Phase* Q 5a Additional funding, continue schools Q 5b, continue partnerships
Q 5c, nursery Q 5d, re-distrib primary Q 5e, re-distrib secondary Q 5f , phase over 2 yrs Q 5g, Phases over 2 yrs from 07d I found the formula table confusing. It looked like my school would be a loser. Monitoring would need to take into account year on year variations from school to school. I have concern that parents will have an expectation of minimum 15 hours support. Would prefer to maintain 5 hours or, even more preferable, no hours (leave it to the school's discretion). I envisage a greater workload for SENCOs with a greater need for assessment, meticulous record keeping, letter writing and dealing with parents. In theory the proposal sounds good but I would like to see some piloting taking place before adopting.¦W e a r e p r e s u m i n g t h a t t h e £ 1 5 , 0 0 0 t h r e s h o l d d o e s n o t i n c l u d e a n y m o n e y f o r s u p p o r t o f s t a t e m e n t e d c h i l d r e n . T h e d i f f e r e n t i a l o f s u p p o r t f r o m 5 1 5 h o u r s w o u l d i m p a c t v e r y s i g n i f i c a n t l y o n s m a l l s c h o o l s w h o h a v e s t a t e m e n t e d p u p i l s . F i n a n c i n g a n e x t r a 1 0 h o u r s o f T . A . s u p p o r t f o r e a c h s t a t e m e n t e d p u p i l w o u l d a b s o r b a v e r y h i g h p r o p o r t i o n o f a s m a l l s c h o o l s S E N b u d g e t a n d i m p a c t n e g a t i v e l y o n t h e p r o v i s i o n f o r o t h e r S E N p u p i l s . W e a l r e a d y l o o k < v e r y c a r e f u l l y a t a n y i n d i v i d u a l p r o v i s i o n o f h o u r s a n d w o r k g r o u p s c r e a t i v e l y f o r t h e o v e r a l l b e n e f i t o f p u p i l s . H a l f o f o u r t o t a l S E N b u d g e t i s c u r r e n t l y f r o m S E N s t a t e m e n t i n g p u p i l s s o i f t h i s m o n e y w a s l o s t a n d w e f i n a n c e d t h o s e h o u r s f r o m o u r b u d g e t P u p i l s w i t h t h i s l e v e l o f n e e d e s p e c i a l l y , w h e r e i t i s r e l a t e d t o a m e d i c a l c o n d i t i o n , d o n o t f o l l o w s o c i o - e c o n o m i c p a t t e r n s . W e a r e a l s o c o n c e r n e d t h a t t h e f i n a n c i a l i m p a c t o f m a k i n g p r o v i s i o n f o r s u c h c h i l d r e n w o u l d i n f l u e n c e o t h e r p a r e n t s a n d h i n d e r t h e a c c e p t a n c e o f p u p i l s w i t h s i g n i f i c a n t s p e c i a l n e e d s i n t h e s c h o o l c o m m u n i t y . I t w o u l d b e m u c h h a r d e r t o a r g u e t h a t t h e y w e r e n o t d r a w i n g r e s o u r c e s a w a y f r o m o t h e r c h i l d r e n a n d t h e r e f o r e h a v i n g a n e g a t i v e i m p a c t o n o t h e r p u p i l s . F o r a s c h o o l c o m m i t t e d t o s u c c e s s f u l i n t e g r a t i o n t h i s w i l l b e v e r y s a d . I a m a l s o u n s u r e o f h o w a c o n t i n g e n c y f u n d w o u l d w o r k i n t h e l o n g e r t e r m , i f p u p i l s a r e n o t s t a t e m e n t e d h o w w o u l d s c h o o l s s h o w t h a t t h e y h a d a h i g h e r t h a n e x p e c t e d l e v e l o f n e e d ? ¡ It is unclear how some of these indicators would be used, for instance is the admission to special schools and special provision necessrily a negative indicator? I know that the primary provision has worked well in the Witney area however it seems inequitable if this is additional funding for children only within that catchment area.j We support the principles but are concerned about the transparency of the procedures used to achieve them.9 MLD support services, which are funded through this additional funding, enhance the special school structure in the county. For example: Here in West Oxon, other than Springfield School which serves children with SEVERE learning needs, the West Oxon MLD resource base has offered special schooling to children with significant MLD/complex needs. Historically, through a small class based at Witney Community Primary School and Outreach provision has been successful in 'including' children in mainstream schools. More recently under the umbrella of the Witney and Eynsham Partnership this outreach service has continued to serve the needs of and support the local schools in keeping their children with MLD and complex needs within their schools. So continuing to provide a more inclusive alternative to special school places. In this light such resources can not be seen as being 'additional' and 'extras' just for a few. Rather they are an integral part of special needs support services, which prevent schools/families having to look further afield in order to consider special school placements. Many children have and continue to be supported through outreach in their own mainstream school. Some of these children would otherwise have taken up special school places in other parts of the county, because they need specialist teaching. Individual schools can not afford to buy a block specialist teacher time. With the Outreach Service the specialist teacher would call one or two hours per week. The outreach service offers specialist teaching, which schools find invaluable, and which enables them to cater for children with significant MLD/complex needs. This is a model of provision which the LEA could encourage partnerships to replicable in areas where special schools are not available. This outreach funding is used to support a large number of schools (22). The service offers good value for money (20 children supported at present). The uptake of special school places from this area would increase and with it, transport costs if outreach service became no longer available. Re: Appendix C. Figures for WCP MLD and Witney and Eynsham Partnership are the wrong way round. Ie Witney and Eynsham Partnership figures is £44,478 Witney MLD units £28,464. This year both these amounts are being used to fund: Outreach Teacher 1.4 Outreach TA 1.4.B Witney Community Primary School - Yvonne Robineau Outreach Teachern My concern is that there seem to be a lot of 'winners and losers' using the formula approach. The formula also means that some geographical areas seem to be hit harder than others:- 4 out of bottom 6, in north Oxford cluster and a smaller group of the Witney Schools also seem to be losers. It may be that we have had a small number of particularly tricky cases needing a lot of support - ie over 15 hours. However if it is the socio-economic aspect that is incorrect - this will continue to be a problem. We would struggle to cope with our SEN load if we were to lose the amount of money indicated on the spreadsheet.Ô Deciding whether to 'go for broke' and delegate all the budget or using the 15 hours rule has been diffucult! Retaining the 15 hours rule, at least to start with, would appear to safeguard the most needy (but of course leaves more bureaucracy in place!). Every school no doubt has an 'axe to grind' - ours is 1) concern that the impact the army has on our SEN will not be recognised. 40% of our 25 SAP children are 'army' two out of our three statements are 'army' Two of the four currently working with EP re possible statutory assessment are army. In the school, as a whole, army children only represent 28% of children. 2) It is important to us that post codes of pupils are used not just the post code of the school.u We do not feel we know sufficient about this area to be specific. One more year might be judicious to get this right.q LEA are merely passing on responsibility to schools, for a budget that they are aware doesn't stretch far enough. Earlier and wider identification of need has used up SEN budgets, allowing less for children with greater need. Expertise is watered down by inclusion for all.Ä Professional pride means that success with SEN children is overinflated and hides real difficulties with inclusion of serious special needs (Too many competing pressures in school). Many parents are not informed enough to make complaints - tribunals are sometimes the 'brand leaders' and serve a real purpose. Parents are manipulated into accepting mainstream places by the politics of the moment. In mainstream they lose their negotiating strength.C Don't seem to have much option - save money at centre by all means.- Once again we lose out. Do more - with less.„ This process should not place any additional administration burdens upon schools. Data capture should only happen once if possible.ó Careful consideration needs to be given to those schools who stand to loose out in the initial change over. What measures will be put in place to safeguard them from any huge drops in funding and how will this then impact on the other schools? We are concerned that while we stand to gain by delegation one year we may have difficulties in subsequent years if we have an intake of very needy children., Support it in principle but with amendments.y If contingency fund is kept back we need to ensure that it doesn't require a 'statement' type process in order to access! Whilst we tend to agree with the proposed statistics, re-assurance and a guarantee would be required to confirm these figures did not fluctuate. Consideration should be given to redistribute all funding for secondary schools to all secondary schools and all primary schools.; Early interv< ention is the key for any child who may be deemed as having special educational needs. With this in mind, surely more funding or a fairer proportion of funding should be considered at primary school level. Therefore, would it not be fairer for funding to be allocated 50% to priomary and 50% to secondary. Statistics should be produced outlying at what age assessments are currently being started and finalised, as this would give an indication as to whether most are at primary level or secondary, thus confirming where the funding would be utilised best.r Too may of the issues above to respond. For example successful inclusion requires proper funding for individuals.¬ SEN statementing budget should be retained in order to support high level needs children in schools. (primary) schools already struggle to ensure inclusion works succesfully, if you provide funding to schools without the children in this category it will result in schools failing to meet the inclusion agenda! The challenge - find an alternative, less bureaucratic way of assessing children who need more than 5 hours support! Having studied the data for all schools I have particular concerns for 4 other schools in the Cherwell Partnership who will have a significant decrease in budget whatever the outcome of this consultation. There would have to be special arrangements made to compensate for this.\ Tower Hill will be a loser under the new arrangements, although we agree with the principle. At present we have 4 children with statemetns. 1) EBD (ASD) 20 hours from LEA. 2) LD 10 hours from LEA. 3) Juvenile Arthristis 10 hours from LEA. 4) LD 5 hours from LEA. We do not understand why Tower Hill will lose so much under the new arrangements. Please contact us to discuss.‚ Concerns over falling standards of provision, ineuitable distribution of funds. The children may end up losing their entitlement. Concerns over schools with low IDACI, or small pockets but have relatively high SEN numbers due to variety of reasons e.g. pupils from outside catchment, travellers 'in-care' . These schools may loose out on funding. Need more than two years to phase in funding change.7 How do you measure the level of bureacracy for schools? We feel that the index is not accurate or sensitive enough to reflect the needs. This could lead to negative competition between local schools.3 Question 1 Principles3 Question 2 NotionZ If delegation happens - delegation should be based on actual need not based on a formulae.ö I do not agree that the performance measures relate to budget delegation or reflect the successful inclusion of pupils with complex SEN in mainstream. There should be no difference in these facts if resources are being allocated currently anway.¯ If funding for MLD units ceases how is the LEA ensuring provision for these children - they do require individual teaching and cannot keep up with pace of National Curriculum.. Question 4 Monitoringh I note that 5 of the 17 schools with the highest socio economic index (greater than 12%)stand to lose out on the changes as proposed at the moment. 3 of the schools lose out on whichever of the proposed methodology you use. This cannot be right or fair. I think there should be an additional factor for schools with high socio economic index.
My own school with a socio economic index of 12.96% stands to lose on delegating all of the statementing budget and full delegation with small schools excluded. I think money should be kept centrally for the small number of statements relating to VI, HI, MSI, and SLD.
À I am very interested in ensuring that the burden of paperwork for schools is reduced to enable SENCOs and class teachers focus on delivery of interventions, assessment or support for pupils. Ú Use the funding currently going to Primary MLD units and primary partnerships to redistribute to schools with a socio economic index greater than 12%. Thereby enabling them to provide more effectively than currently. I have discussed at some length with Janet Johnson the School's position. The current system of deriving the SEN index does not reflect the true need in a school such as this with good KS1 results and the delegation of funding would appear to be even less favourable./ What would contitute exceptional circumstances?{ Principle 2: a) schools will require guidelines to ensure that levels of provision has some standardisation across the LEA.“ How will these performance measure be published? If these measures are considered without the school's norms will LEA support be freely available.[ Concern over allocation of provision within ?? Between schools. How eill this be moderated. Schools will require guildelines/guidance in providing effect support for increased TA support. Parents need to feel secure in the knowledge that there is a parity of provision provided between schools with a partnership. With more services being provided on a "bought in" basis - will this limit their use within schools? Should schools be open abouthow their SEN budget is spent? If so what indicators will school have to ensure that this additional SEN funding does not get subsumed into e.g. PPA time?B As long as 3 bullet point modifications suggested are implemented.* As long as points addressed in Q2 are met. Thame Partnership$ I wish to retain the present system.+ I do not wish to change the current system.ß The LEA needs to provide expertise for low incidence needs as well as monitoring, challenging & accountability. Locality based decisions must be based on sound information. Schools cannot become expert in all types of SEN. i The system needs to be universal. Small schools also need to have a significant reduction in bureaucracy.F We are not yet convinced that the sen index is the best method. Small schools need to be included in the scheme but with a mechanism to ensure sufficient money is delegated to meet the needs of their pupils. A single high level need pupil in our school (which we have) would cost us more for the first fifteen hours than we would receive through the delegated resource. Therefore, we could not support him adequately and undoubtedly this would be taken to tribunal! The lea could not argue that we have the resources, as clearly we would not! Particularly as this pupil would still require a statement (he needs full-time support including break & lunch-time) surely a top-up funding mechanism could be developed to ensure resources meet the needs of small schools using the lea external support (educational psychologists, hearing impaired service staff etc) to be the moderators (they are already assessing these pupils after all!) Without incurring new school bureaucracy, even when the pupil has lower needs than ours and would fall within the 5 to 15 hours of support required? We believe further work needs to be done to develop a more robust proposal. Therefore, we tend not to support the removal of small schools, but as the scheme is proposed they would have to be removed as the least worst option to safeguard the needs of our pupils.} Essential to use data already being produced by the schools (e.g pupil tracking data etc) rather than any additional returns.. If substantial sums for individual schools are being withdrawn there needs to be sufficient time to plan to retain any positive support for pupils that have been developed, possibly through partnerships etc. With the current workload in schools a one year lead in time is almost certainly insufficient.Ø Ù f I am not clear on the benefits which would be achieved through the shift of funding from Lydalls Road." Type: Winners/Losers/Small Schools W L S' Type: Schs receiving additional funding F NF3 How have postcodes been used - at our school we currently have 12% Travellers (some a freed site). Have they been taken into account for the socio-economic part of the Index. As a small (109 on roll) school with fairly high SEN register the impact of reduced SEN funding is serious, so would like further consideration of what constitutes a 'small school'. 6.5% of o< # ur role is statemented (7 children). This is very much above the average % or statemetned children and we would like those taken into consideration. 1 full time child receives 24 hours support from statement 1 pt child received 13 hours support from statement. These are high order ASD pupils who need 1:1 all the time whilst on school premises. Could they be considered 'exceptions' and school still receive their funding as 'contingency' money?Á We are a small school of only 76 pupils, yet we have 2 children in need of statements (one has one and one has been applied for). We would be finanically worse off if the budget was delegated.™ 51 out of 66 schools (77%) supported the proposal to delegate at least 15 hours of provision. Some favoured small schools being excluded, others did not.ÿ ò V ó ©
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