Maria Caulfield – 2016 Parliamentary Question to the Department for Education
The below Parliamentary question was asked by Maria Caulfield on 2016-06-09.
To ask the Secretary of State for Education, what support her Department provides (a) at home and (b) in schools for children who have special educational needs and disabilities.
Edward Timpson
The system for identifying and meeting the needs of all children with Special Educational Needs (SEN) and disabilities is designed to deliver the right support for all children, so that they can achieve their potential and their education prepares them well for fulfilling adult lives.
We legislated through the Children and Families Act 2014 to strengthen the system and have invested in practical and financial support for schools, local authorities and other key players in the system to help ensure that the reforms lead to a real improvement in children’s experiences. We have, for example, protected the overall school budget and increased the funding for children and young people with high needs by over £90 million this year. To ensure that local authorities have capacity to implement the reforms effectively, our additional funding included a £70 million SEN Reform Grant in 2014-15 to help local authorities plan for the SEN and disabilities reforms, and three grants (£45 million in 2014-15, £32 million in 2015-16 and £35.8 million in 2016-17) to local authorities to pay for the additional costs of implementing the reforms.
All schools are required to put in place systems for the early identification of SEN and disabilities and to use their best endeavours to meet those needs. For most pupils with SEN, schools will meet needs through ‘SEN Support’. Schools will use the ‘graduated approach’, a cycle in which they assess what support is needed, plan and deliver it and then review its impact and improve the support a child actually needs. For those pupils with more complex or severe SEN and disabilities, following a multi-agency assessment, local authorities will issue an Education, Health and Care (EHC) plan setting out the provision that must be made.
A key element of the SEN and disabilities system and the recent reforms is ensuring that parents and carers are empowered to work with schools and others over the provision that is made for their children. By working together, families, local authorities and schools can provide more effective support to a child (in school and at home) to meet their SEN. For example, the 2014 Act requires local authorities to work with families over producing a Local Offer. That offer sets out in one place information about provision an authority expects to be available across education, health and social care for children and young people in its area who have SEN and disabilities, including those who do not have EHC plans. This should provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it. The offer should include what support is available to parents to aid their child’s development at home. The local authority has to publish a statement on short breaks for disabled children, young people and their families and this will form a core part of its offer. The statutory 0-25 SEN and Disabilities Code of Practice also describes a wide range of services that schools, Early Years providers, local authorities, health bodies and others provide to families to help meet SEN within the home. This includes, for example, services for pre-school age children and therapies that include programmes for implementation at home.
