The data on children with complex needs is unclear and incomplete
A report from the Council for Disabled Children and The True Colours Trust looks into the national data on children with complex needs or life-limiting conditions, and makes some recommendations.
The CDC and The True Colours Trust commissioned this piece of research in order to more fully understand the data that is available, to identify any gaps, and to develop an action plan to drive improvements.
The data shows that the number of children with complex needs or life-limiting conditions has increased significantly over the last ten years; most of these children are educated in special schools. The two main reasons for this are the improved survival rates of pre-term babies, and increased life expectancy for children with complex disabilities.
However, data collection is incomplete and sometimes out of date, which makes it difficult for local and national services to plan to meet the needs of these vulnerable groups.
The report makes 12 recommendations around four key themes: filling the gaps, making better use of data already collected, towards an integrated data picture, and to raise awareness of trends and generate robust local data.
Read the report in full here.
Other - 23 Oct 2017 Silver AND Gold Member Only
Presented by Alex Grady, Education Development Officer, this webinar, the third in a series, explores what the effective evaluation of interventions looks like, and how you should approach the evaluation of the interventions that you use.
Tips - 17 Oct 2017 Silver AND Gold 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 Silver AND Gold 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.