Special education needs and disability

Topics: Special education, School types, School Pages: 100 (31491 words) Published: December 9, 2014
The special educational needs and disability review
A statement is not enough
This review was commissioned to evaluate how well the legislative framework and arrangements served children and young people who had special educational needs and/or disabilities. It considered the early years, compulsory education, education from 16 to 19, and the contribution of social care and health services. Age group: 0–19

Published: September 2010
Reference no: 090221

Executive summary3
Key findings3
Assessment and identification3
Access to and quality of provision3
Evaluation and accountability3
Assessment and identification3
Access to and quality of provision3
Evaluation and accountability3
Undertaking the review3
Assessment and identification3
Appropriateness of ‘identification’3
The drivers for formal assessment3
Access to and quality of provision3
Links between identification and access to provision3
Organisation of provision3
Teaching and learning3
Academic progress3
Progress in other areas3
Participation in events and other activities3
Monitoring, evaluating and recording progress3
Accountability across services and the national indicators3 Outcomes versus provision3
Evaluation and the Code of Practice3
Accountability through inspection3
Young people, parents and carers3
Further information3
Publications by Ofsted3
Other publications3
Acts of Parliament3
Annex A: Defining special educational needs and disability3 Annex B: Contextual data3
Annex C: Historical context – legislation and guidance3
Annex D: Local authority areas and providers visited3
Annex E: Focus groups, meetings and other contributions3

Executive summary
Just over one in five pupils – 1.7 million school-age children in England – are identified as having special educational needs. Pupils with special educational needs are categorised, using the 2001 Special Educational Needs Code of Practice, according to the degree of support they require. When pupils are regarded as requiring School Action, this usually means they have additional learning needs and that they should receive additional support from within the school, such as small group tuition.1 When pupils are defined as requiring School Action Plus, staff working with them should receive advice or support from outside specialists.2 Those in need of the most intensive support are given a statement of special educational needs. Since 2003, the proportion of pupils with a statement of special educational needs has slightly decreased from 3% to 2.7%, while the proportion identified as needing less intensive additional support at School Action or School Action Plus has increased from 14.0% in 2003 to 18.2% in 2010. This report considers all the children and young people that the providers identified as having special educational needs (both with and without a statement of special educational needs) in early years provision and schools, as well as young people aged between 16 and 19 with learning difficulties and/or disabilities. However, we also recognise that as many as half of all pupils identified for School Action would not be identified as having special educational needs if schools focused on improving teaching and learning for all, with individual goals for improvement. As a whole, pupils currently identified as having special educational needs are disproportionately from disadvantaged backgrounds, are much more likely to be absent or excluded from school, and achieve less well than their peers, both in terms of their attainment at any given age and in terms of their progress over time. Over the last five years, these outcomes have changed very little. Past the age of 16, young people with learning difficulties or disabilities comprise one of the groups most likely not to...
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