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SEN Review Audit and Analysis

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					                                                                                             Appendix 4

                                  SEN Review Audit and Analysis

                                           Summary Comments
                                                     May 2006
Introduction
During April and May 2006, a detailed audit and analysis of special educational needs and
provision was carried out. This audit and analysis was fully documented in a paper
entitled “An Audit of Special Educational Needs and Provision in Gateshead – May 2006”.
This summary describes the main points to emerge from the audit and analysis.
Levels of Intervention
Gateshead numbers of children with statements of SEN are roughly in line with the
average of English LEAs as a whole as well as our geographical neighbours‟ average, and
are lower (both in the current audit as well as from DfES 2005 data) than our statistical
neighbours‟ average.
Gateshead numbers of children at Action Plus1 both at primary and secondary are
significantly lower than the average of English LEAs as a whole as well as the averages of
both our statistical and geographical neighbours.
Gender
Boys make up a significant 73% of children with Statements or at Action Plus with girls
making up only 27%.
Boys make up 84.3% of children with ASD2, 84.5% of children with BESD3, 79.5% of
children with SpLD4, 75.3% of children with SLCN5, 67.0% of children with MLD6, and
60.0% of children with SLD7.
SEN Category
There is a significantly higher proportion of children with ASD and HI8 within Gateshead as
compared to the DfES average England data.
However, there is a significantly lower proportion of children with MLD within Gateshead
as compared to the DfES average England data. This is unexpected given the higher
levels of deprivation within Gateshead.
As expected the vast majority of children with PMLD9 or SLD have Statements.

1
 The SEN code of Practice describes three levels of intervention. School or Early Years Action in which the
school or setting seeks to meet the child‟s needs from its own resources, Action Plus when intervention is
assisted by specialist support from outside the school or setting and support required under a Statement of
SEN.
2
    ASD - autistic spectrum disorders
3
    BESD - behaviour, emotional or social difficulties
4
    SpLD - specific learning difficulties such as dyslexia
5
    SLCN - speech language and communication needs
6
    MLD - moderate learning difficulties
7
    SLD - severe learning difficulties
8
    HI - hearing impairment


28790300-aa9f-416d-bb85-6357ecab4bdb.doc                                                          8 July 2010
There is a significantly higher proportion of children with MLD, ASD and PD10 with
statements than supported through Action Plus.
The opposite is true for children with HI and BESD where a significantly higher proportion
of children are at Action Plus rather than with Statements.
Current Placement of all Statemented Children
Gateshead‟s percentage of statemented children educated in maintained mainstream
schools at 35.1% falls well short of the average percentage for England as a whole
(51.9%) as well as that of our statistical neighbours (49.3%).
The special school population (37.9%) is a little above the national average (32.8%) but is
in line with that of our statistical neighbours (37.8%) and below the average of our
geographical neighbours (45.8%).
However, additionally resourced placements (14.4% current audit; 16.2% DfES 2005) are
almost double the national average and are higher than the averages of both our statistical
and geographical neighbours.
Our high additionally resourced provision (ARP11) numbers appear to negatively affect our
mainstream percentages but may also positively affect our special school percentages.
The largest group of these are the children with MLD in the mainstream support bases
(MSB) at 44.1% of the total ARP population. If these are taken out of the calculation then
Gateshead‟s ARP percentage would drop from 14.4% to 8.1% and would be more
comparable with the national average (7.7%) and the averages of our statistical (6.6%)
and geographical neighbours (10.8%).
The proportion of children with statements educated otherwise than at school or in the
pupil referral unit (PRU) are almost double the national average and considerably higher
than our geographical neighbours but are more in line with our statistical neighbours.
Similarly, those in non-maintained and independent schools are almost double the national
average although it should be noted that this is influenced by the number of children with
statements in the Jewish Schools (12).
The highest incidence of mainstream inclusion of children with statements occurs for
SpLD. This SpLD figure (82.7%) is significantly higher than SLCN (52.5%) and MLD
(45.3%) where around half of statemented children with SLCN and MLD are in the
mainstream.
Placement of Newly Statemented Children During 2004
The data shows that for children statemented during 2004, placement in maintained
mainstream (including additionally resourced provision) and special schools is broadly in
line with the national average.
Mainstream numbers at 73.0% (including additionally resourced provision) is in line with
the national average of 73.3%. They are higher than the average of both our statistical
(65.6%) and our geographical neighbours (62.7%).



9
    PMLD – profound and multiple learning difficulties
10
     PD – physical dificulty
11
     additionally resourced provision (ARP) includes mainstream support bases as well as other specialist
      support arrangements established in mainstream schools


                                                         2
Gateshead‟s mainstream numbers at 54.8% (excluding additionally resourced provision) is
below the national average of 65.9%, and broadly in line with the averages of both
statistical (57.7%) and geographical neighbours (52.3%).
The data also shows that for placements made for children statemented during 2004,
Gateshead was lower than the national average for placing children in non-maintained
special schools and other independent schools.
For more recent placement of statemented children, Gateshead‟s percentage of special
school placements (17.5%) is lower than the national average (18.3%) and considerably
lower than its statistical neighbours (25.3%) and geographical neighbours (33.3%). This
may reflect emerging practice within Gateshead for increased placement within the
mainstream and decreased placement in the special sector; and for placements within
Gateshead rather than outside the Borough. For some SEN Categories, including HI and
SLCN, there have been no recent placements outside the Borough of children with new
statements. However, the lack of appropriate provision developed within Gateshead is a
barrier to maintaining some children within our boundaries such as girls with BESD and
children of secondary age with VI12.
In light of the Every Child Matters agenda (Enjoy and Achieve point 3.4.1 „There are
sufficient, suitable and accessible school places.’), the SEN Review needs to give serious
consideration to developing appropriate mainstream, additionally resourced, as well as
specialist educational provision in order that children currently out of authority in specialist
provision can be educated within Gateshead. In order for in-house provision to be effective
serious consideration needs to be given also to developing other essential support
services such as specialist speech and language provision for example for children with HI
or ASD.
Special School Provision
Bleach Green Centre and Eslington and Furrowfield Schools cater almost exclusively for
children with BESD. Perhaps the most significant statistic here is that, out of the 83 places,
81 (98.6%) are taken up by boys and only 2 (2.4%) by girls. This compares with the
national average (DfES, 2005) of 80.3% for boys with BESD in special education and
19.7% for girls.
Whilst Dryden School caters almost exclusively for secondary aged children and young
people with SLD and PMLD children, Gibside School also caters for a significant number
of children with ASD. Hill Top mainly has an MLD population but also has a significant
ASD population. The Cedars population is the most varied catering for a wide range of
language, communication, physical and learning needs.
The largest group by SEN category educated within Gateshead‟s special school provision
is children with MLD at 22.4% followed by children with BESD at 21.9%, SLD at 18.4%,
and ASD at 16.2%. Other SEN categories make up much smaller proportions of the
special school population, the lowest being Other (0.3%), VI (0.8%), and HI and SpLD
(both at 1.1%).
Although the special school figures for MLD children are low compared with the national
average, increased inclusion of MLD children fully within the mainstream sector is a
possible option but would need appropriate and effective specialist resources to ensure
successful inclusion.


12
     VI – visual impairment


                                               3
The special school figures for children with BESD are very high compared to the national
average. Consequently, there should be a significant opportunity to increase inclusion in
this area of need. However, consideration needs to be given to what resources, structures
and processes can be put in place to facilitate such increased mainstream inclusion, such
as specialist advice and support, alternative curricula and vocational developments.
Out of Authority Placements
Children with HI and BESD are the highest users of out of authority provision. This reflects
past placement policy and practice as well as insufficient provision within Gateshead to
meet the needs of some of these children. As numbers of out of authority placements for
HI, VI and SLCN are mainly the result of past practice, they should reduce year on year as
children leave school or return to developed provision within Gateshead.
Placements in out of authority additionally resourced provision for HI and VI will reduce
significantly over the coming years as Gateshead has ceased requesting such placements
and are seeking to bring back children to appropriately developed Gateshead mainstream
provision.
Only 22.7% of the 97 out of authority places are for KS1-2 children whilst 77.3% of places
are for KS3-4 and 6th Form (62.9% at KS3-4; 14.4% at 6th Form). This must reflect
changes in placement policy and practice over recent years and should allow the
reductions referred to above as children reach school-leaving age year on year. However,
higher KS3-4 numbers may also be influenced by the numbers of children with BESD
where there is more of a demand for specialist provision in the secondary phase.
Additionally Resourced Provision (ARP)
There are 136 ARP places currently taken up by Gateshead statemented children at
provision inside and outside the Borough, combined. Overall numbers remain very high
and have a negative impact upon mainstream inclusion figures.
There are 99 ARP places at KS1-2 but only 37 at KS3-4. This is mainly because
additionally resourced provision for ASD, BESD, SLCN, and SpLD is only available at
KS1-2.
The highest number of ARP places are taken up by children with MLD in the mainstream
support bases (44.1%) and the lowest number by children with SpLD (2.2%). MSB
provision needs careful consideration within the review, as they provide differing levels of
inclusion in mainstream school activities.
All places in additionally resourced provision for children with HI and secondary VI are out
of Borough as there is no provision within Gateshead currently.
There is also no additionally resourced mainstream provision for SLCN, BESD and SpLD
in the secondary phase in Gateshead.
8. Access and Inclusion SEN Service Involvement
The work of additional educational support services is, as expected, significantly greater
with children at Action Plus than with those who have statements.
However, about a quarter of all statemented children do receive additional intervention or
support from the support services in Access and Inclusion.
The SEN Support Service (SENSS) provides support for the majority of children at both
Statement and Action Plus levels, and this increases further when support from SEN
Assistants (SENA) and so-called Target Support is included. Whilst the SENAs work
mainly with action plus children, Target support is aimed mainly at those with statements.

                                              4
The Educational Psychology Service (EPS) intervenes with mainly with children at Action
Plus rather than with those with statements but have a continuing role with statemented
children through the Annual Review process. Similarly the Behaviour Support Service
gives priority to intervention at Action Plus.




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