EPI report: 'The system continues to fail to meet the needs of certain children including those with SEND.'
A report from the Education Policy Institute, 'Closing the Gap? Trends in Educational Attainment and Disadvantage', shows that the gap between advantaged and disadvantaged groups is closing in some areas, while in others it is growing. One of these 'disadvantaged' groups is children with SEND.
The report looks in detail at each local authority area, comparing outcomes in early years, primary and secondary between those children who are classed as 'disadvantaged' and those who are not. The headline is that the gap is closing, but at a very slow rate, by the end of secondary school (GCSEs); at the current rate, it would take fifty years for the gap to close completely. There is also significant regional variation.
Within this data, the report goes into more detail about specific groups, including those with SEND (from page 36 of the report). Children with SEND are found across the whole attainment distribution, although it is probably nor surprising that they disproportionately cluster at the lower end. But there is wide variety, depending upon the category of need, but also on geographical variations in levels of need required for identification, and in levels of support.
The EPI states that they are going to look into this area in more depth when they begin research into Vulnerable Learners at the end of this year; this will be worth looking out for once published.
Today's report states: 'The system continues to fail to meet the needs of certain children including those with SEND.'
Read the report; you can find out how your local authority area performs in comparison to others and the data is broken down into early years, primary and secondary outcomes.
Tips - 17 Oct 2017 Paid Member Only
Pupil passports are an important tool within wider person-centred working and lots of schools and settings use them. Have a look at these suggestions for how you can ensure that you are using them effectively, or to help you to start using them, so that they can contribute to improved outcomes for children and young people with SEND.
Guidance - 06 Oct 2017 Paid Member Only
In this podcast, Michael Surr, Education Development Officer at nasen, talks with Hedi Elsmore about how her school used an evidence based approach to improve provision for their learners with SEN.
Guidance - 06 Oct 2017
This is a cyclical, 9 step process which covers identification of areas for development, effective planning to address these area and then reviewing impact to identifying what will need to happen next. This process was created to support early years providers, schools and further education professionals to continue improving their approaches to professional learning.