Excellence For All: Children

Excellence for all children
Meeting Special Educational Needs
Department for
Education and Employment
Excellence for all children
Meeting Special Educational Needs
Presented to Parliament by
the Secretary of State for Education and Employment
by Command of Her Majesty
October 1997
CONTENTS
Foreword by the Secretary of State 4

A programme for early action... 7
By 2002... 8
1 Policies for excellence 11

What are special educational needs?
Early identification and early intervention
School improvement and target setting
National Curriculum, assessment and qualifications
The impact of Information and Communications Technology
2 Working with parents 24

Parents and families
Choice
Entitlement
Partnership
3 Practical support: the framework for SEN provision 31

Code of Practice
Improving provision at stages 1-3 of the Code of Practice
Statements
4 Increasing inclusion 43
The principle of inclusion
Inclusion within mainstream schools
Admission arrangements for children with SEN
A new role for special schools
5 Planning SEN provision 53
Planning: the regional dimension
Planning: the school dimension
6 Developing skills 60
The mainstream context
Professional development of teachers
Initial teacher training and induction
Continuing professional development
Learning support assistants
School governors
Educational psychologists
7 Working together 69
Government
Co-operation between local agencies
8 Principles into practice: emotional and

behavioural difficulties 77
Children with emotional and behavioural difficulties:
a strategy for action
Improving achievement
Early identification and intervention
Inclusion: effective behaviour policies
Strengthening staff skills
Specialist support
Disseminating best practice
Encouraging fresh approaches in the secondary years
Appendix 1 Members of the National Advisory Group on SEN 89

Appendix 2 Funding and the SEN framework 91
Appendix 3 Arrangements for consultation 94
Key questions
Copies of the Green Paper
Summary version
How to respond to consultation
Internet
Abbreviations
Please note that all statistics quoted for January 1997 are provisional figures
derived from the Schools’ Census (Form 7).
Foreword
by the Secretary of State for Education and
Employment, the Rt Hon David Blunkett MP
There is nothing more important to the Government than raising the standards
children achieve in our schools. The White Paper Excellence in schools
committed us to exacting targets, and proposed a challenging programme to
achieve them.
Our vision is of excellence for all. This inclusive vision encompasses children
with special educational needs (SEN). Schools currently identify 18% of children
as having special educational needs of differing kinds. Almost 3% have
individual statements showing the additional special educational provision they
require. This Green Paper asks some questions about these figures. What is not
in question is the case for setting our sights high for all these children.
Good provision for SEN does not mean a sympathetic acceptance of low
achievement. It means a tough-minded determination to show that children
with SEN are capable of excellence. Where schools respond in this way,
teachers sharpen their ability to set high standards for all pupils.
The great majority of children with SEN will, as adults, contribute economically;
all will contribute as members of society. Schools have to prepare all children
for these roles. That is a strong reason for educating children with SEN, as far
as possible, with their peers. Where all children are included as equal partners
in the school community, the benefits are felt by all. That is why we are
committed to comprehensive and enforceable civil rights for disabled people.
Our aspirations as a nation must be for all our people.
Our approach to improving the achievement of children with special

educational needs has six themes:
4
• our high expectations for all children include high expectations for children
with SEN. All our programmes for raising standards will reflect this, starting
from pre-school provision, building on the information provided by the new
arrangements for baseline assessment when children start in primary
school, and leading to improved ways of tackling problems with early
literacy and numeracy;
• while recognising the paramount importance of meeting the needs of

individual children, and the necessity of specialist provision for some,
we shall promote the inclusion of children with SEN within mainstream
schooling wherever possible. We shall remove barriers which get in the
way of meeting the needs of all children and redefine the role of special
schools to develop a network of specialist support. We attach high priority
to the development of new regional arrangements for improving the
effectiveness of SEN provision;
• we want all parents of children with SEN to get effective support from the
full range of local services and voluntary agencies, to have a real say in
decisions about their child’s education, and to be empowered to
contribute themselves to their child’s development. Some parents need to
be helped to gain access to these opportunities;
• we want good value for money from the one-seventh of their budget –
£2.5 billion – which local education authorities (LEAs) currently spend on
special educational needs. This is not about cost-cutting. It is about
ensuring that this provision leads to achievement at school, and success
in adult life. We want to look at ways of shifting resources from expensive
remediation to cost-effective prevention and early intervention; to shift the
emphasis from procedures to practical support; and to see whether
changes should be made to any aspects of statements of SEN;
• we shall boost opportunities for staff development in SEN, and see that
good practice is widely disseminated, so that the principles of this Green
Paper can be put into practice;
5
• we know that positive approaches to special needs make a difference.
We shall work in co-operation with all who share our objective of high
standards for children with SEN; and we shall expect provision locally to
be based on a partnership of all those with a contribution to make.
This Green Paper is the first step in a fundamental reappraisal of the way we
meet special educational needs. It explains our approach. It challenges some
widespread assumptions. Above all, it seeks the views of all those with an
interest in special educational needs on how to make a reality of our vision. The
Paper includes examples to show what is currently being achieved. These are
not intended as benchmarks of best practice but to demonstrate good practice
on which we can build.
We have set up a National Advisory Group on SEN, chaired by the Minister

responsible for SEN, Estelle Morris MP. This Group, whose membership is
listed in Appendix 1, has been influential in the preparation of this Green Paper.
It will work closely with our Standards Task Force. Members of the Group will
play an important part in the arrangements for consultation on the Green Paper.
This consultation process will include conferences, meetings and discussions

throughout the country. Many organisations have already announced their
intention to contribute actively to this debate. I hope that there will be much
local discussion. A copy of the Green Paper is being sent to all headteachers,
chairs of governing bodies, SEN co-ordinators and LEAs. A summary leaflet
will also be made available.
Early in 1998, the National Advisory Group on SEN will consider the results of
this consultation, and will advise the Government on a programme to drive
forward improvements. After that, if there is a need to change the law, we will
seek an early opportunity to do so. While there is much scope for more effective
targeting of expenditure within the large SEN budget, we know that there will be
transitional costs in implementing our programme. The pace of change will be
linked to the availability of resources. Action will be carefully phased, bearing in
mind everything that is being asked of schools and LEAs. Our objective is a
programme for this Parliament and beyond, sustaining high quality provision for
children with special educational needs well into the twenty first century.
David Blunkett
6
A programme for early action…
A programme for early action…

The following section summarises what we aim to achieve for SEN
provision over the lifetime of this Parliament. Much of that programme will
depend on the responses to this Green Paper. But we want to make
urgent progress in key areas, to help prepare for action in all parts of the
country and in all schools over the next few years. We are therefore
announcing a series of co-ordinated projects to kick start the process.
By early next year, each of the actions described below will be under way.
• We shall be working with a group of LEAs and schools with relevant

experience, to establish the necessary conditions for promoting inclusion
much more widely.
• We shall be working with schools in a small number of LEAs, to find ways

in which staff in special and mainstream schools can most effectively
support each other.
• We shall be funding research to assess the relative costs, benefits and

practical implications of educating children in mainstream and special schools.
• We shall announce a significant expansion in the Schools Access Initiative, to

help mainstream schools become more accessible to children with disabilities.
• We shall be supporting projects in two regional Government Offices, to

prepare for the introduction of regional planning arrangements for SEN.
• We shall be working with a group of LEAs, schools and voluntary bodies

representing parents, to promote effective arrangements for parent
partnership.
• We shall be supporting a project to help special schools develop

procedures for target setting.
• The DfEE, with the support of OFSTED, will run a programme of practical
workshops to help special schools for children with emotional and
behavioural difficulties improve the achievement of their pupils.
• All Government policies for schools will include an explicit assessment of

the implications for children with special educational needs.
7
By 2002…
By 2002...
At the end of each chapter is a summary of what we aim to achieve for
children with special educational needs over the lifetime of this
Parliament. All the summaries are brought together here.
By 2002...
1
• The policies set out in Excellence in schools for raising standards,
particularly in the early years, will be beginning to reduce the number
of children who need long-term special educational provision.
• There will be stronger and more consistent arrangements in place

across the country for the early identification of SEN.
• Schools and parents will have higher expectations of the standards

children with SEN can attain.
• Target setting, in both mainstream and special schools, will take

explicit account of the scope for improving the achievements of
children with special educational needs.
• New Entry Level awards will be available for pupils for whom
GNVQs or GCSEs at 16 are not appropriate.
• There will be more effective and widespread use of Information and

Communications Technology to support the education of children
with SEN, in both mainstream and special schools.
By 2002...
2
• All parents whose children are being assessed for a statement of SEN
will be offered the support of an independent “Named Person”.
• Parent partnership schemes will be in place in every LEA in

England, and will play an important part in supporting parents of
children with SEN.
• Improved arrangements for encouraging dialogue between parents,

schools and LEAs should be reflected in a reduction in the number of
appeals to the SEN Tribunal.
By 2002...
3
• A revised version of the SEN Code of Practice will be in place,
preserving the principles and safeguards of the present Code, while
simplifying procedures and keeping paperwork to a minimum.
8
By 2002…
• There will be renewed emphasis on provision under the school-based

stages of the Code of Practice, with support from LEAs and greater
assurance for parents of effective intervention, particularly at stage 3.
• The result of these improvements will be that the proportion of

children who need a statement will be moving towards 2%.
• The great majority of SEN assessments will be completed within

the statutory timetable.
By 2002...
4
• A growing number of mainstream schools will be willing and able to
accept children with a range of special educational needs: as a
consequence, an increasing proportion of those children with
statements of SEN who would currently be placed in special
schools will be educated in mainstream schools.
• National and local programmes will be in place to support increased

inclusion.
• Special and mainstream schools will be working together alongside

and in support of one another.
By 2002...
5
• Regional planning machinery for SEN will be in place across
England, helping to co-ordinate provision for low-incidence
disabilities, specialist teacher training and other aspects of SEN.
• There will be clear guidance to support the effective development of

special schools in the context of a policy of increased inclusion.
• New arrangements will be in place to safeguard the interests of

children with special educational needs who are placed in
independent schools.
By 2002...
6
• There will be a clear structure for teachers’ professional
development in SEN, from a strengthened attention to SEN issues
in initial training through to improved training for headteachers,
SEN co-ordinators and other SEN specialists.
• There will be a national framework for training learning support

assistants.
9
By 2002…
• There will be national guidance on training governors to carry out

their responsibilities for pupils with SEN.
• There will be national agreement on ways of reducing the time

spent by educational psychologists on statutory assessments and
maximising their contribution in the classroom, and the training
necessary for their developing role.
By 2002...
7
• There will be new arrangements for disseminating up-to-date
information about good practice in SEN provision.
• There will be improved co-operation and co-ordination between

local education authorities, social services departments and health
authorities, with the focus on meeting children’s special needs
more effectively.
• Speech and language therapy will be provided more effectively for

children who need it.
• The Department will be collecting information about the

experiences, once they have left school, of young people with SEN,
to help schools and colleges prepare young people for adult life
more effectively.
By 2002...
8
• A national programme will be in place to help primary schools
tackle emotional and behavioural difficulties (EBD) at a very early
stage.
• There will be enhanced opportunities for all staff to improve their skills
in teaching children with emotional and behavioural difficulties.
• There will be a national programme to offer support to EBD special

schools experiencing problems.
• There will be expanded support for schemes designed to renew the

motivation of young people with emotional and behavioural
difficulties at Key Stage 4.
10
1
Policies for
excellence
Our policies for raising standards are for all children,
including those with special educational needs (SEN).
Early identification of difficulties and appropriate
intervention will give children with SEN the best possible
start to their school lives. Our initiatives for improving
literacy and numeracy, introducing target setting for
schools and opening up new technologies will help
children with SEN reach their full potential.
11
1 Policies for excellence
What are special educational needs?

1 The term “special educational needs” can be misleading and lead to
unhelpful assumptions. It may suggest that children with SEN are a readily-
defined group, with common characteristics. It is sometimes used as though
it applied only to the 3% of pupils with a statement of SEN. It is sometimes
used of children from disadvantaged families. All this is far from the truth.
2 The law says that a child has special educational needs if he or she has:
• a learning difficulty (i.e. a significantly greater difficulty in learning than

the majority of children of the same age, or a disability which makes it
difficult to use the educational facilities generally provided locally); and
if that learning difficulty calls for
• special educational provision (i.e. provision additional to, or different

from, that made generally for children of the same age in local schools).
Whether or not a child has SEN will therefore depend both on the individual and
on local circumstances. It may be entirely consistent with the law for a child to
be said to have special educational needs in one school, but not in another.
3 In January 1997, schools said that 18% of their pupils – 1.5 million
children – had special educational needs. Interpreting these figures is not
straightforward. But, at the very least, many in this group will later be
among the one-twelfth of young people who currently leave school without
any GCSEs; and the one-sixth of adults with inadequate basic skills.
4 Success in our policies set out in Excellence in schools, particularly those

aiming to tackle difficulties of literacy and numeracy at an early age,
should enable schools to reduce over time the proportion of children they
identify as having SEN. It would not be appropriate to set a target for this
reduction. But we believe that, as our policies take effect, the proportion of
secondary age children whom schools need to identify as having SEN
should move closer to 10%. We will ensure that all our policies and
programmes for schools are explicit about their implications for
Early identification and early intervention

Very young children
5 The best way to tackle educational disadvantage is to get in early. When
educational failure becomes entrenched, pupils can move from
12
demoralisation to disruptive behaviour and truancy. But early diagnosis

and appropriate intervention improve the prospects of children with special
educational needs, and reduce the need for expensive intervention later
on. For some children, giving more effective attention to early signs of
difficulties can prevent the development of SEN.
6 The majority of children with the most severe disabilities will be identified
well before they start school; but health and social services professionals
should also look for other factors which may lead to educational
disadvantage. District Health Authorities and NHS Trusts are under a duty
to bring to the LEA’s attention any child under five who they think has SEN.
An integrated approach by child health professionals, social services and
education staff is needed right from the start, making full use of the
children’s services planning process.
7 To widen the options available, we want to encourage innovative

partnerships between statutory and voluntary agencies. Multi-agency
support for children with SEN will be a priority in our new pilot
programme for early excellence centres.
Case study
Multi-agency support for young children with SEN
STAR (St. Helens Advice and Resource) Children’s Centre

provides support for children with special needs and their
families, from birth until the child starts school.
The Centre’s steering group is made up of parents,

representatives from the LEA, local NHS Trusts, social
services and voluntary organisations. The staff team
includes teachers, specialists in hearing and visual
impairment, medical staff, therapists, an educational
psychologist, a Portage and outreach support service,
a nursery nurse and a social worker.
Parental involvement is an essential element of STAR’s

many activities, which include:
• an assessment nursery
13
• a ‘Starlight’ parent and toddler group

• a Star communication group (supported by the local
branch of the Association for all Speech Impaired
Children – AFASIC)
• STARBEAM (Behaviour Education and Management)

group
• STARDUST – a group for children with Down’s

Syndrome and their parents.
Local hospitals provide information about the Centre to all

families of children born with disabilities. As children’s
special needs emerge, the Centre provides assessment and
support. A developmental assessment of each child is
made, and if necessary the child is referred to the LEA for
statutory assessment. Each child takes a Record of
Achievement on to school.
Pre-school education
8 In each LEA area, an early years development partnership will be
established. Each will be fully representative of providers of early years
services, including those with expertise in SEN, and will take into account
the views of parents. Each partnership will draw up an Early Years
Development Plan, which must show that appropriate provision will be
available for children with SEN and that all providers, with support where
necessary, are able to identify and assess special educational needs.
9 The new emphasis we are placing on early identification will mean that
many children’s special educational needs are identified before they reach
compulsory school age. However, some children may slip through the net;
others’ special needs may not emerge until after they have started school.
Baseline assessment
10 From September 1998, all children will be assessed as they begin their
primary education. Baseline assessment will not on its own establish
whether individual pupils have special educational needs. But it will be
crucial in helping to show where a child has problems which need
attention – whether these arise from special needs, or from family or
emotional difficulties. It should show teachers those pupils who need
14
a targeted teaching strategy or further classroom based assessment,

perhaps leading to specific support from the school or from other
agencies.
Literacy and numeracy

11 Literacy and numeracy are central building blocks for educational
progress. The longer a child’s basic skill deficiencies are left unaddressed,
the less likely the child is to succeed at school or in later life. As a result,
many children eventually receive statements of SEN and expensive
additional provision. 40% of appeals to the SEN Tribunal concern literacy
and numeracy difficulties of one sort or another.
12 We have set the target that 80% of all 11-year-olds should reach the
standards expected for their age in English by the year 2002, with a
corresponding figure of 75% for maths. We expect many children with
SEN to reach these targets. These are ambitious targets, and we are
putting in place initiatives to help pupils reach them. These include:
• reduced class sizes for our youngest pupils;
• introduction of a literacy hour in primary schools from September

1998; and
• introduction of a new National Curriculum for initial teacher training

with greater focus on literacy and numeracy at primary level.
13 The Literacy Task Force has recommended:
• specific references to literacy in the SEN Code of Practice and in the

individual education plans of children with SEN;
• attention to the implications of the national literacy target for children

with special needs in programmes of professional development; and
• developing strategies to enable parents and schools to work together

in supporting the literacy achievements of children with SEN.
We will build on these recommendations, and on those of the

Numeracy Task Force, in our action programme for SEN.
14 As teachers become increasingly adept at tackling reading difficulties,

children with specific learning difficulties (such as dyslexia) should in all
but exceptional circumstances be catered for in mainstream schools
without a statement. What is more, class-based strategies which help
15
children with specific learning difficulties can help children with literacy
difficulties caused by other factors.
Case study
Strategies for children with specific learning difficulties
The DfEE is funding two research projects, based at the

Helen Arkell Dyslexia Centre and Manchester Metropolitan
University (MMU). These aim to assist teachers without
specialist training to identify and help children with dyslexia
in the course of their normal teaching. In both projects there
are positive early findings about the effectiveness of some
teaching strategies for all pupils, not just those with dyslexia.
There already exist a number of packages, some IT-based,

which can help teachers and learning support assistants
assess and help pupils with dyslexia.
15 The National Year of Reading in 1998/99 will focus on literacy skills: we

need to make sure that children struggling with reading – for whatever
reason – are encouraged to see themselves as improving readers.
Consultations about the programme of events for the year will involve
those with expertise in special educational needs.
QUESTION: How can we identify children’s special educational needs

earlier, and ensure that appropriate intervention addresses those needs?
School improvement and target setting

School improvement
16 Excellence in schools set out our proposals for school improvement. LEAs
will prepare Education Development Plans (EDPs) showing how they will
raise standards in their schools. A group of advisers from the Department’s
Standards and Effectiveness Unit, working with LEAs, will consider what
SEN information should be included in EDPs.
17 Inspection of LEAs by OFSTED, assisted by the Audit Commission, will

start in January 1998. These inspections will look at whether LEAs are
fulfilling their statutory duties in relation to SEN and the standard of
provision made for children with SEN. OFSTED is also improving its
16
procedures for inspecting schools, to increase the consistency and quality

of inspection. There will be improved arrangements for vetting teams
to inspect special schools, as well as a programme of professional
development for inspectors. OFSTED will need to reflect the principles
of this Green Paper in any revision of the Framework for the Inspection
of Schools.
18 We want to establish the right climate in schools for all children to make
the best possible progress. In some areas, years of social and economic
deprivation have led to a culture of low expectation. Children from these
communities may start at a disadvantage, but they are entitled to high
expectations. We are consulting on the establishment of Education Action
Zones to raise standards in areas with the highest levels of deprivation and
under-achievement.
19 We want equally to challenge low expectations of children with SEN, a

relatively high proportion of whom are boys. Some may be capable of
achieving high standards across the board; others will show achievement
in particular areas. Schools should build on pupils’ strengths as well as
addressing their needs.
20 Unfortunately, some schools fail to provide the quality of teaching and

learning children need if expectations and achievement are to be raised.
Of the mainstream schools so far inspected by OFSTED, 2% have been
identified as failing. The corresponding figure for special schools is 7%,
reflecting a particularly high rate of failure of schools for children with
emotional and behavioural difficulties. We are concerned about this, and
have put in hand a range of measures to ensure the rapid improvement of
failing special schools (and of LEA pupil referral units). Our approach will
combine pressure and support. Already a number of special schools have
been restored to full health, sometimes through the “fresh start” outlined
in Excellence in schools. But where a failing special school makes
inadequate progress and seems unlikely to improve quickly, we will not
hesitate to intervene and, if necessary, direct the LEA to close it.
Target setting
21 From September 1998 all schools, including special schools, will have
to set challenging targets for pupil performance. Target setting will help
schools and LEAs to focus effort and resources where they will have the
greatest impact on raising standards, including the provision made for
17
Case study
Target setting at Marshfields Special School,
Peterborough
Marshfields is a special school for pupils aged 5-18 with

moderate learning difficulties. Many pupils also have
sensory, physical, communication, emotional and/or
behavioural difficulties. For the last few years the school
has been developing the use of target setting in both
educational and social areas of its work. Some examples of
the targets Marshfields has set and how far these have
been met include:
Target: All students to read at least 33% of 100 identified

high frequency words at the end of Key Stage 3 and 50% at
the end of Key Stage 4.
Evaluation: At the end of Key Stage 3, 72% of all students
achieved the target set and at the end of Key Stage 4, 79%
of all students did.
Target: Every primary phase student will learn to swim at

least 5 metres.
Evaluation: By the end of the academic year, 37 out of 46
pupils (81%) achieved this target and over half of all
students gained their 25 metres certificate.
Target: All middle phase students will use a cursive
handwriting style.
Evaluation: By the end of the academic year every middle
phase student had attempted a simple cursive handwriting
style. 98% of pupils achieved the target but a small minority
had insufficient fine motor skills to do so at this time.
22 For many schools, including special schools, target setting will present
new challenges. As well as targets for academic performance, schools
may need to set other targets which are relevant to children with SEN.
These may, for example, relate to:
• pupils’ behaviour, personal, social or life skills;
• numbers of pupils moving on to further education and training; or
18
• for some special schools, numbers of children who are successfully

re-integrated into mainstream schools.
23 We will help mainstream and special schools to set realistic but

challenging targets that are relevant to pupils with SEN, and to
compare performance with other schools. Some LEAs are pioneering
work in this area, and the Department’s Standards and Effectiveness Unit
will identify and disseminate this more widely. The DfEE will also fund
research on target setting in special schools. OFSTED will make available
to inspectors and schools aggregate data for special schools which will
contribute to benchmarking and target setting.
QUESTION: What should the DfEE do to encourage and disseminate good

practice in target setting for pupils with special educational needs, in both
mainstream and special schools?
National Curriculum, assessment and qualifications

National Curriculum
24 The National Curriculum means that all pupils, including those with special
educational needs, benefit from a broad and balanced curriculum. Pupils
with SEN should have the same opportunities as others to progress and
demonstrate achievement. At the same time, the National Curriculum
should apply to these children in a way which teachers and parents
recognise as appropriate. Access statements give teachers flexibility to
match the National Curriculum to an individual pupil’s ability. Modification
and disapplication of subjects and assessments should therefore be
needed only in exceptional cases.
25 Many special schools have worked hard to provide the full National
Curriculum to their pupils. These schools have successfully challenged low
expectations and differentiated the curriculum to meet a wide range of
needs. The Qualifications and Curriculum Authority (QCA) has issued
guidance on using a variety of approaches, within the flexibility of access
statements, to present the National Curriculum to pupils with profound and
multiple difficulties. It is working on guidance for pupils with emotional and
behavioural difficulties and pupils with multi-sensory impairments. Schools
will be invited to comment on strategies for delivering the curriculum to
children with SEN when we conduct our review of the National Curriculum
in due course.
19
QUESTION: How can we identify and disseminate good practice in

delivering the curriculum to children with special educational needs?
Assessment
26 Key Stage 1-3 assessments are accessible to most pupils with SEN and
help schools to measure their progress and achievements. Pupils working
at the lowest levels at Key Stages 2 and 3 will be assessed only by their
teacher. The National Curriculum tests provide for a range of adaptations
and modifications to ensure that as many children as possible have access
to them. However, it remains difficult to recognise and report the progress
of pupils whose attainment will be below level 2 throughout their
education. This issue is being considered by the QCA through the National
Curriculum monitoring arrangements.
Qualifications
27 Most pupils with special educational needs can achieve some form of
accredited qualification, such as GNVQs or GCSEs. But some – especially
those in some special schools – are not given the opportunity to prove
themselves in public examinations. All special schools should ask
themselves whether more of their pupils may be capable of working
towards such qualifications, given the special arrangements that can be
made for pupils with special educational needs.
28 For pupils for whom GNVQs or GCSEs at sixteen are not appropriate, a
range of nationally recognised qualifications – Certificates of Achievement
– are available in all National Curriculum subjects and religious education.
From September 1998, Certificates of Achievement will become part of the
new Entry Level within the national framework of qualifications which will:
• allow full recognition of pupils’ achievements;
• be recognised by colleges, employers and others in a way that some

non-GCSE qualifications currently available are not;
• give more able pupils with SEN the opportunity to progress to higher
level qualifications within the national framework; and
• give special schools key performance data for use in target setting
and self-assessment.
29 Many teachers help pupils to identify and record their achievements and
skills, often using the National Record of Achievement (NRA). The NRA is
being replaced by the Progress File achievement planner, currently being
20
piloted in schools, including special schools. As part of Progress File, we

will develop support material so that all pupils, including those with SEN,
can identify and record their achievements, set goals and targets and plan
their further learning.
QUESTION: Do the existing arrangements for assessment within the

National Curriculum, and for public examinations, give appropriate
recognition of the achievements of children with special educational
needs? If not, how might they be improved?
The impact of Information and Communications Technology (ICT)

30 Developments in Information and Communications Technology are opening
up educational opportunities previously denied to pupils with SEN. For
example, speech recognition systems which operate word processing
packages are becoming increasingly sophisticated. Speech Output and Large
Print Systems are transforming the possibilities for visually impaired children
to access the full range of curriculum materials. Some LEAs routinely assess
ICT requirements of children with special educational needs. We want to see
this good practice extended. ICT should be used to give children with special
educational needs maximum access to the curriculum, and to help them
reach their learning potential.
31 Some ideas for using ICT to help children with special needs have been
simple, and relatively cheap. The BT Fax Buddies project links children
with communication difficulties to adult volunteers, including 12 from
the DfEE’s Special Educational Needs Division. The child and volunteer
exchange one or two short faxes each week, to help the child become
more accustomed to informal conversation. Fax machines are all that
is required.
32 Expertise in ICT amongst professionals working with children with SEN

varies. The National Grid For Learning will provide an infrastructure for
networked learning, focusing initially on teacher development and
curriculum support. We will redeploy National Lottery funding towards
the support of more specialised forms of ICT training for staff,
including training in the use of ICT for children with SEN. The new
“Virtual Teachers’ Centre” to be associated with the University for Industry
will be an ideal forum for teachers to exchange ideas and good practice
about special educational needs, extending the range of existing networks
such as the SEN co-ordinators’ discussion forum established by NCET.
21
Case study
Use of ICT to support children with SEN
West Oaks Special School in Leeds provides for children of

all ages with a range of special educational needs, including
autism. The school has made good use of IT, including use
of networked specialist hardware and software to give
children with communication and physical difficulties
access to the curriculum.
The school has also worked for the National Council for
Educational Technology (NCET) on its ‘Superhighways’
project; this led to a rapid development of skills among
pupils and teachers and better access to all National
Curriculum areas. The school’s OFSTED report said that the
recent development of effective IT teaching was due to very
positive leadership and substantial in-service training. The
report also said that some teachers were demonstrating
very good teaching... often planning activities designed to
develop and reinforce basic communication skills and for
older, more able pupils, providing IT skills to enhance their
work in other subjects of the curriculum.
QUESTION: What should the DfEE do to promote Information and

Communications Technology as a means of supporting children with
special educational needs?
22
SUMMARY
By 2002...
• The policies set out in Excellence in schools for raising standards,
particularly in the early years, will be beginning to reduce the number of
children who need long-term special educational provision.
• There will be stronger and more consistent arrangements in place across

the country for the early identification of SEN.
• Schools and parents will have higher expectations of the standards

children with SEN can attain.
• Target setting, in both mainstream and special schools, will take explicit
account of the scope for improving the achievements of children with
special educational needs.
• New Entry Level awards will be available for pupils for whom GNVQs or
GCSEs at 16 are not appropriate.
• There will be more effective and widespread use of Information and

Communications Technology to support the education of children with
SEN, in both mainstream and special schools.
23
2 Working
with parents
Parents of children with special educational needs face
exceptional pressures. We want to help them cope with
those pressures, and to give them real opportunities to
influence and contribute to their child’s education,
working in partnership with schools, LEAs and other
statutory and voluntary agencies.
24
2 Working with parents
Parents and families

1 Excellence in schools explained the importance we attach to parents’ role
in helping children learn. This role is nowhere more crucial than for the
parents of children with special educational needs.
2 For many parents, learning of their child’s problems will be a devastating

blow. Nothing can entirely remove the pressures they will face, but much
can be done to share them. There is no reason why any parent should feel
the sense of not knowing where to turn which has been the experience of
too many. In all our actions bearing on special educational needs, we shall
take account of the effects on parents and families. We recognise that
some parents will need support from a range of statutory and voluntary
agencies if they are to help their children to flourish.
3 This is a strand running through this Green Paper. Its implications are
discussed in more detail in some of the following chapters. Here we
highlight three dimensions of parents’ involvement:
• choice;
• entitlement;
• partnership.
Choice
4 We want children with SEN to be educated in mainstream schools
wherever possible. And we want to improve the way in which mainstream
schools are able to meet special needs, so that most parents will want to
choose a mainstream education for their child. But, as Chapter 4 explains,
we will maintain parents’ present right to express a preference for a
special school place for their child, where they believe it necessary. And
we shall ensure that, in opting for a mainstream school, parents of children
with SEN have an increasing degree of real choice.
Entitlement
5 We want all parents of children with SEN to be confident that they know
what the school will do to meet their child’s needs. Chapter 3 explains that
we want to improve the monitoring of school-based SEN provision,
examining the case for a contract between school and parents for some
children. As such measures improve parents’ confidence in what the school
25
will deliver, and as schools become more confident in their own capabilities,
we expect the present emphasis on statements of SEN to diminish.
Indeed, we want it to do so: for some children at present, it is tying up
resources in procedures, without producing real gains in support. But we
unequivocally accept that the safeguards which are at present provided by
statements – and in particular their guarantee of entitlement for children with
complex special educational needs – must remain. All our measures will be
designed to protect, or to enhance, the rights of vulnerable children and
their parents.
Partnership
6 The knowledge parents have can help schools make the right provision for
their child. Many schools and LEAs already spend much time working with
parents. But sometimes this dialogue begins too late; sometimes it never
gets started. When this happens, action to tackle a child’s needs is delayed.
Supporting parents
7 Parents must be empowered to work with the school and local services to
ensure that their child’s needs are properly identified and met from the
word go. The prospects of this are greatly improved where there is good
practice such as:
• responding promptly to parents’ questions, in face-to-face meetings

wherever possible;
• actively seeking, and responding to, feedback from parents; and
• ensuring that, where necessary, parents are encouraged to make

direct contact with the LEA officers dealing with their child’s case.
8 Parents often value independent advice and support while their child is
being assessed for a possible statement. The role of the “Named Person”
could be important here. Under existing legislation, parents are offered this
independent adviser only when a child receives a statement. We believe
that such an adviser should be available to all parents whose
children’s needs are being formally assessed.
9 In recent years local SEN parent partnership schemes have helped LEAs
to work more effectively with parents of children who are being assessed
or have statements. Some schemes also offer support at earlier stages.
But many schools are unfamiliar with local schemes. And the withdrawal of
26
financial support by the previous Government has put many schemes

under pressure, bringing some to an end. From next year, parent
partnership schemes will be eligible for support from the Standards Fund
(which replaces GEST funding). We propose to encourage an expansion
in the number and scope of parent partnership schemes.
Case study
Parent partnership in Bradford
The parent partnership scheme in Bradford is based on

three-way partnership between the LEA, Parent Link (a
network of local parents and parent support groups) and
Barnardo’s. The responsibilities of each partner are clearly
set out. The direction of the scheme is in the hands of
a partnership committee, with parent representatives in
the majority.
The scheme offers a resource and information base for

parents and professionals working with children with SEN.
Roadshows and seminars provide information to parents,
and the scheme has recruited, trained and supported
Named Persons. It has increased parents’ involvement in
their children’s education, and helped to shape the LEA’s
policy and practice on SEN. As well as providing a service
to families, the scheme maintains a developmental focus,
currently working to help parents and teachers develop the
skills necessary for effective dialogue.
The scheme works with many statutory and voluntary

agencies, and makes an important contribution to
Bradford’s Children’s Services Plan.
10 Parents are most likely to take an active part in school life and their child’s
development when they have clear information about the school’s policies
and their child’s progress. But some parents with disabilities do not always
gain access to the information which other parents can take for granted.
We would be interested to hear from schools about how they have met the
needs of disabled parents, and intend at a later stage to consult over
guidance on accessible information.
27
11 Voluntary bodies and organisations of disabled people provide services

which help parents learn about special educational needs, and offer advice
and support for the whole family. Many work closely with parent
partnership schemes and have contributed to the recruitment and training
of Named Persons. We would like all local schemes to develop active links
with voluntary bodies. In line with the commitment in Excellence in
schools to promote the effective use of family learning we shall offer
financial support to continue and develop such work.
QUESTION: How can we make sure that parents receive the support they
need at all stages of their child’s education?
Resolving disputes
12 Where children have complex needs, it is not always easy for parents and
LEAs to reach agreement during the processes potentially leading to
statutory assessment and statement. Approaches such as those described
above should help. We will consider whether to distil best practice into
national guidelines.
Case study
Parent Liaison Service, Somerset
Somerset’s Parent Liaison Service was set up in January

1996. It offers an impartial mediation and conciliation
service to parents who disagree with a school or the LEA.
The initial contact is often a parent’s call to a helpline. The

Parent Partnership Officer listens to the parent’s problem,
makes sure that the parent has all the relevant information
and talks through possible action. This might involve the
parent contacting the school or LEA, or the Parent
Partnership Officer doing so on the parent’s behalf. This
often leads to a satisfactory outcome.
However, in about a quarter of cases, a meeting between

the parent and LEA or school is arranged. The Parent
Partnership Officer acts as a neutral third party. Areas of
agreement and disagreement, and possible options, are
explored. Agreement on some action is reached in about
28
two-thirds of these cases. Where a case does have to

proceed to the SEN Tribunal, the aim is that it should not
do so simply because of a failure of communication. The
number of appeals to the Tribunal from Somerset fell by
17% last year, compared with an increase nationally of 26%.
The Parent Liaison Service also runs workshops for Named

Persons, SEN co-ordinators, other teachers and learning
support assistants which include an element of basic
conflict resolution and mediation.
13 In a small proportion of cases, something more may be needed. We shall

consider whether to require LEAs to offer parents a conciliation meeting,
where necessary, at key decision points. It would be important to make
sure that any such arrangement did not further delay effective provision.
If conciliation failed, parents would – unless they unreasonably refused to
agree to a conciliation meeting – be able to proceed with an appeal to the
independent SEN Tribunal.
QUESTION: How can we encourage dialogue between parents, schools

and LEAs, and resolve disputes about special educational needs as early
as possible?
The SEN Tribunal

14 The Tribunal is the final arbiter in disputes between parents and LEAs. Its
overriding aim is to consider the needs of the child. Each appeal is heard
by a panel of three – a legally trained chairman, and two members with
expertise in SEN and/or local government.
29
1994/95 1995/96 1996/97
Appeals Registered 1,092 1,551 1,969
Of these:
• Appeals Withdrawn (no.) 482 752 **
• Appeals Withdrawn (%) 44 48 **
Average time taken for appeals (months) 5* 5.5* 4
* Average time includes English and Welsh cases

** Not yet available. The Tribunal currently predicts a similar rate of
withdrawal for 1996/97 as for 1995/96.
Figure 1: Appeals before the SEN Tribunal (England)
15 The Tribunal is in general operating effectively. It is a good deal faster than

the system of appeals to the Secretary of State it replaced. A number of
specific suggestions for improving its effectiveness have however been
made. For example, it has been suggested that, without being bound by
them, the Tribunal should be required to take account of the LEA’s policies
on provision for children with SEN.
QUESTION: Are changes needed to improve the effectiveness of the SEN

Tribunal?
SUMMARY
By 2002...
• All parents whose children are being assessed for a statement of SEN will
be offered the support of an independent “Named Person”.
• Parent partnership schemes will be in place in every LEA in England, and

will play an important part in supporting parents of children with SEN.
• Improved arrangements for encouraging dialogue between parents,

schools and LEAs should be reflected in a reduction in the number of
appeals to the SEN Tribunal.
30
3 Practical
support: the
framework for
SEN provision
A robust framework for assessing and monitoring
special educational needs is essential. But too often at
present resources intended to support children with
SEN are being diverted to procedures and paperwork.
We want to achieve high quality provision with less
emphasis on the need for statements.
31
3 Practical support: the framework for SEN provision
Code of Practice
1 The Code of Practice on the Identification and Assessment of Special
Educational Needs gives statutory guidance to schools, LEAs, health
authorities and social services departments. It sets out a five-stage
framework for meeting children’s special educational needs, involving
parents at every stage. Stages 1-3 are school-based. In general, action at
stages 1 and 2, including drawing up an Individual Education Plan (IEP)
setting out targets for the child, falls entirely to the school. At stage 3 the
school will normally look for some outside support, from educational
psychologists or LEA learning support staff. Stage 4 is a transitional stage
where the LEA considers the need for, and if appropriate arranges, a multi-
agency assessment of a child’s SEN. The provision for the child will usually
continue as at stage 3 during the assessment. At stage 5, the LEA
considers the need for a statement of SEN and, if appropriate, draws up
a statement and arranges, monitors and reviews provision for the child.
2 The Code has made a difference, and for the better. Its principles are
widely supported. OFSTED reports reflect the progress schools have
made. Parents have welcomed the opportunities it gives them to take an
active part in their child’s education. We do not want to change its basic
principles or the broad thrust of the associated legislation.
3 But schools have expressed concern about the cost of implementing the
guidance in the Code, and about the ‘bureaucracy’ resulting from it,
particularly in relation to IEPs and annual reviews of statements. It has
been suggested that, too often, attention is focused on getting the
paperwork right, at the expense of providing practical support to the child.
We want to correct this imbalance.
4 Subject to consultation on this Green Paper, we propose to revise the

Code to address these and other points. In doing so we shall take
account of the views of the new Working Group on Reducing Bureaucratic
Burdens on Teachers. The process might begin in March 1998 with a
consultation paper distributed widely for comment, leading in the autumn
to consultation on a draft revised Code. On this timetable, the revised
Code could be in place from September 1999.
32
5 Issues which we shall consider in any revision include:
• provision for the under-fives;
• bringing out the flexibility which schools have to interpret the Code’s
guidance in the light of their own circumstances;
• whether we need to redefine and perhaps combine some of the

stages of the Code;
• how the guidance in the Code on IEPs and annual reviews of

statements might be amended to reduce paperwork, and to build on
other developments, such as baseline assessment;
• how to meet the different circumstances of primary, secondary and

special schools; and
• whether the Code should say more about children whose first
language is not English.
QUESTION: Will it be helpful to review the Code of Practice, with a view to

a revised version in 1999? If so, which aspects of the Code need particular
attention? How can we reduce the paperwork associated with the Code?
Improving provision at stages 1-3 of the Code of Practice

6 Parents need to be confident that effective help will be provided by
schools at stages 1-3 of the Code of Practice. For many children, special
educational needs will be transitory. Support at stages 1-3 for a year or
two will be all that is needed. But the amount and quality of extra help
given to children at these stages varies from school to school, both within
and between LEAs. The point at which schools conclude that such support
has been ineffective and ask the LEA to assess a child for a statement also
varies widely.
7 Schools’ ability to meet the needs of children with SEN will develop only if
staff are able to draw on relevant expertise. We believe that LEAs should
help schools improve the quality of provision for SEN by:
• monitoring the quality of provision at stages 1-3, and reporting their

conclusions to headteachers and governors;
• helping schools to develop, implement and review their SEN policies;

and providing more advice on aspects of SEN practice (as distinct
from documentation);
33
• enabling educational psychologists and LEA learning support staff to

spend more time working with children in schools and helping teachers
improve their skills in meeting the needs of children at stages 1-3;
• supporting e-mail links between schools and SEN support services to

give prompt help to SEN co-ordinators (SENCOs) and other teachers;
• encouraging schools to improve staff expertise through professional

development or, for example, by arranging for local SENCOs to
exchange ideas on good practice;
• collecting and comparing SEN data for mainstream schools, and

disseminating benchmark and good practice information to schools.
Case study
SEN policies in Newham
Newham LEA has helped its schools develop their SEN

policies and has demonstrated the value of an LEA-wide
approach. All schools were asked to send a copy of their
SEN policy to the LEA. The LEA’s officers reviewed all the
policies against the statutory requirements. Schools were
subsequently given an individual report commenting on
both the positive features of their policy and the areas
needing attention. The LEA also gave schools guidance on
issues highlighted by the policies submitted. Newham
schools have developed and updated their policies in the
light of this advice.
QUESTION: How can LEAs help schools improve the quality of provision
at stages 1-3 of the Code of Practice?
8 Improvements in the quality of provision at stages 1-3 should reduce the

need for some children to move to a statutory assessment. Parents will
however want to be certain that the school is doing all it can to help their
child at stage 3, with support where necessary from outside services.
There is a case for strengthening the assurance on this. One option would
be for schools to offer a contract to parents at stage 3 – essentially, a
strengthened IEP – specifying the agreed special educational provision the
child would receive from inside and outside the school and the support
which the parents would be expected to give.
34
9 The aim for most children with SEN should be to move back down the
stages of the Code of Practice once intervention has successfully begun
to address the child’s difficulties. In this way, support will become
increasingly school-based and class-based. But as structured help is
gradually withdrawn, schools will often need to continue with flexible
approaches – whether in terms of time or access to special facilities –
so that the child does not suffer from too sudden a transition.
QUESTION: How can we strengthen the assurance to parents that schools

will offer effective and consistent support at stages 1- 3 of the Code of
Practice? Should we introduce contracts between schools and parents
specifying the agreed extra provision the child will receive at stage 3?
Statements
10 For children with complex needs, statements fulfil three main functions.
They are used:
• to define a child’s needs;
• to specify provision to meet those needs; and
• to co-ordinate this provision by saying who will do what.
11 For several reasons, the statement has often come to be seen as central to
SEN provision. When the Code was introduced, it was envisaged that the
needs of the great majority of children with SEN should be met effectively
under its school-based stages, and that only in a minority of cases,
perhaps the 2% of children envisaged by the Warnock Report in 1978,
would the LEA need to carry out a statutory assessment of SEN and make
a statement. But there has been a steep increase in recent years, so that
233,000 pupils (almost 3%) now have statements.
35
300,000
227,324 232,995
250,000 211,307
194,541
178,029
200,000 153,228 160,759
Pupils
150,000
100,000
50,000
0
1991 1992 1993 1994 1995 1996 1997
Figure 2: The number of pupils with statements 1991 – 1997
The growth has been most marked in mainstream primary and secondary
schools, where numbers of pupils with statements more than doubled from
62,000 in January 1991 to 134,000 in January 1997.
12 The recent rapid increase in the number of statements has unwelcome

effects:
• the process for assessing pupils and issuing statements is lengthy

and expensive, and increased numbers put greater pressure on it;
• resources that could be used to give practical support to pupils are

being diverted into procedures;
• resources allocated to those with statements are diverted away from

the majority of children with SEN but without statements;
• statements can act as barriers to full inclusion of pupils with SEN.

They can limit schools’ flexibility; where mainstream classes include
several pupils with statements, the combined effect of the individual
statements each specifying particular special educational provision
can hinder effective use of support across the whole class.
13 The legal framework and funding practice combine to emphasise the

difference between having and not having a statement, and add to the
pressure on parents and schools to seek a statutory assessment. At the
same time LEAs, acutely conscious of sharply rising SEN budgets and, in
some cases, seeking to provide stronger support in the earlier stages of
the Code of Practice, have sought ways of restricting the rise in the
36
number of statements. There is potential for mistrust and conflict in an area

where trust and co-operation are essential.
14 We acknowledge the necessary role currently played by multi-agency

assessments and statements in ensuring that the needs of children with
the most significant and complex SEN are fully considered, and
appropriate provision determined. At present we do not intend to amend
the central place of statements in law. But we believe that current practice
gives them excessive prominence. We are committed to the principle that
the needs of the great majority of children who have SEN should be met
effectively by mainstream schools, with support where necessary but
without the need for statutory intervention by LEAs.
15 Moreover, we want to look at the way statements work for those children
who need them. In the light of the response to this Green Paper, we will
consider:
• whether we should define national criteria for statements or set out

expectations for numbers of statements (see paragraphs 16-19);
• whether the content of statements is appropriate (see paragraphs

20-21);
• how to ensure that annual reviews of statements are used for a

fundamental examination of the child’s progress (see paragraph 22);
• how to ensure that the new framework for funding under local
management of schools (LMS) supports the developments we seek
(see Appendix 2); and
• how to ensure that statutory assessments are completed within the

set timescales (see paragraph 23).
In the longer term we will consider whether statements in their present

form are the best way of carrying out the functions described in paragraph
10 above, or whether – while maintaining existing safeguards – these might
be better achieved by some alternative means.
37
Percentage of pupils with Percentage of pupils with
38
statements statements
0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
Bath and NE Somerset Birmingham
City of Bristol Coventry
North Somerset
South Gloucestershire Dudley
Hartlepool Sandwell
Middlesbrough Solihull
National criteria
Redcar & Cleveland Walsall

Stockton-on-Tees
City of Kingston-upon-Hull Wolverhampton
East Riding of Yorkshire
Metropolitan Districts
North East Lincolnshire Knowsley
North Lincolnshire Liverpool
York
St. Helens
Isles of Scilly Sefton
Bedfordshire Wirral
Berkshire
Buckinghamshire
Cambridgeshire Bolton
Cheshire Bury
Cornwall Manchester
Cumbria
Oldham
Derbyshire
Devon Rochdale
Dorset Salford
Durham Stockport
East Sussex
Tameside
Essex
Gloucestershire Trafford
Hampshire Wigan
Hereford and Worcester
Hertfordshire
Isle of Wight Barnsley
Kent Doncaster
Lancashire Rotherham
Leicestershire Sheffield
Lincolnshire
New Unitary Authorities and Non-Metropolitan Counties

Norfolk
Bradford
these factors do not explain the full extent of the variation.
North Yorkshire
Northamptonshire Calderdale
Northumberland Kirklees
Nottinghamshire
Oxfordshire Leeds
Shropshire Wakefield
Somerset
Staffordshire Gateshead
Suffolk
Surrey Newcastle upon Tyne
is substantial movement of children with statements between LEAs. But
North Tyneside
areas fewer than 2% of pupils have statements; in others the proportion
Warwickshire
West Sussex South Tyneside
in the socio-economic make-up of different areas, and the extent to which
LEAs specifically delegate funding for SEN so that schools can provide for
exceeds 4%. The reasons for such variation include underlying differences
England Average 2.8

England Average 2.8
Wiltshire Sunderland
children without the need for statements. In some parts of the country there
16 There are wide variations between LEAs in making statements. In some LEA
Inner and Outer London
4.5 England Average 2.8

Percentage of pupils with
4
3.5
3
statements
2.5
2
1.5
1
0.5
0
Waltham Forest
Greenwich
Hammersmith & Fulham
Kensington & Chelsea
Southwark
Tower Hamlets
Wandsworth
Brent
Bromley
Croydon
Kingston-upon-Thames
Richmond-upon-Thames
City of London
Camden
Hackney
Islington
Lambeth
Lewisham
Westminster
Barking & Dagenham

Barnet
Bexley
Ealing
Enfield
Haringey
Harrow
Havering
Hillingdon
Hounslow
Merton
Newham
Redbridge
Sutton
Figure 3: Variation in percentages of pupils with statements in LEA areas, January 1997
17 There are similar variations between schools’ practices in placing children

on their SEN registers or at particular stages of the Code. In January 1997,
4% of primary and secondary schools in England (800 schools) assessed
40% or more of their pupils as having SEN whilst 9% (1900) identified
fewer than 5% of their pupils as having SEN.
50 Primary Secondary
40
Percentage of schools
30
20
10
0
0 1-9 10-19 20-29 30-39 40-49 50-59
Percentage of pupils with SEN
Figure 4: Variations between schools in proportion of children identified as having SEN,

January 1997
39
18 The view is sometimes expressed that these variations would be reduced if

there were national criteria for statements or for each stage of the Code of
Practice. We are not convinced that this is so. LEAs’ local criteria for
statements are often very similar, but do not seem to lead to uniformity of
decision making. It is not self-evident that the introduction of national
criteria would have any greater impact. However, we do not discount the
arguments in favour of more national consistency, and would welcome
views. One possibility would be to publish a non-statutory guide, drawing
on the existing criteria used by LEAs.
National expectations for numbers of statements

19 We could, alternatively, set a national expectation of the proportion of children
who might benefit from statements, and perhaps of the proportions of pupils
to be expected nationally at stages of the Code of Practice. These could not
override the duty to meet individual children’s needs. They would therefore not
operate as strict quotas: there could be legitimate reasons why LEAs – and
certainly why individual schools – should deviate from them. But, on this
model, we would expect LEAs and schools, as well as those involved in
resolving disagreements, to have regard to them in setting their criteria for
assessing needs. For example, we might adopt a national average
expectation that say 2% of children would have statements, with an expected
range between individual LEAs from say 1.5% to 2.5% according to factors
such as their socio-economic characteristics and local approaches at stage 3.
We might expect LEAs to set out – perhaps in their Education Development
Plans – what they would do to take such expectations into account.
QUESTION: How might we secure greater national consistency in making

statements, or in supporting children at the other stages of the Code of
Practice?
Content of statements
20 A statement must set out both a child’s educational and non-educational
needs and the provision to be made in each case. The distinction between
the two is often unclear. Speech therapy, psychological support or
provision of specialised equipment, for example, can benefit a child’s
educational progress even if provided for health reasons. We favour
dropping this distinction. But we recognise that this would require changes
to LEAs’ statutory responsibility for implementing statements, or to the
arrangements for funding provision under a statement. Possible changes in
funding of therapy services are discussed in Chapter 7.
40
21 Where children are placed in a special school or unit, there may be other
questions we need to ask about the content of statements. For example:
• can the statement acknowledge that specialist environment by being

less detailed in some respects than a statement for a mainstream
placement?
• should the statement set out the progress that would be needed for
the child to move to a mainstream setting?
Reviewing statements
22 We believe that, when a statement is reviewed, greater consideration
should be given to whether it continues to be appropriate for the child. A
pupil should not necessarily need a statement for his or her whole school
career. But, currently, very few statements are discontinued; of those in
force in January 1996, fewer than 3,000 – around 1% of the total – were
discontinued in the following 12 months for children below statutory school
leaving age. We propose that statements should include a greater
emphasis on expected educational outcomes, and that in appropriate
cases they should say that they would end on the achievement of specified
outcomes. Too often, at present, parents and schools fear the cessation of
a statement. We need to move to a situation where the achievement of the
objectives in a statement is seen for the success it is, permitting the child
to move to support at stage 3 of the Code: a stage 3 in which parents
would have confidence following the changes proposed in this chapter.
QUESTION: What changes should be made to the contents of, or

monitoring and review arrangements for, statements of SEN?
Time limits for producing statements

23 Alongside the other measures proposed in this chapter, we shall press
LEAs to complete assessments within the set timescales. Some LEAs have
excellent records. But Audit Commission figures for 1995-96 showed that
only 40% of draft statements in England and Wales were prepared within
the statutory eighteen week limit. Parents do not find this acceptable. We
will expect to see substantial improvement so that pupils with the most
significant SEN can have their needs met promptly. We will investigate
the causes of delay, identify good practice, promulgate it, and
challenge those LEAs with poor performance to improve.
41
SUMMARY
By 2002...
• A revised version of the SEN Code of Practice will be in place, preserving
the principles and safeguards of the present Code, while simplifying
procedures and keeping paperwork to a minimum.
• There will be renewed emphasis on provision under the school-based

stages of the Code of Practice, with support from LEAs and greater
assurance for parents of effective intervention, particularly at stage 3.
• The result of these improvements will be that the proportion of children

who need a statement will be moving towards 2%.
• The great majority of SEN assessments will be completed within the

statutory timetable.
42
4 Increasing
inclusion
The ultimate purpose of SEN provision is to enable young
people to flourish in adult life. There are therefore strong
educational, as well as social and moral, grounds for
educating children with SEN with their peers. We aim to
increase the level and quality of inclusion within
mainstream schools, while protecting and enhancing
specialist provision for those who need it. We will
redefine the role of special schools to bring out their
contribution in working with mainstream schools to
support greater inclusion.
43
4 Increasing inclusion
The principle of inclusion

1 We want to see more pupils with SEN included within mainstream primary
and secondary schools. We support the United Nations Educational,
Scientific and Cultural Organisation (UNESCO) Salamanca World Statement
on Special Needs Education 1994. This calls on governments to adopt the
principle of inclusive education, enrolling all children in regular schools,
unless there are compelling reasons for doing otherwise. That implies the
progressive extension of the capacity of mainstream schools to provide for
children with a wide range of needs.
2 The needs of individual children are paramount. Where these cannot

currently be met in mainstream schools, specialist provision should be
available. But it should not be assumed that all children requiring specialist
provision at a particular time will do so permanently, nor that the current
capacity of mainstream schools to respond to their needs cannot be
extended. We want to develop an education system in which specialist
provision is seen as an integral part of overall provision, aiming wherever
possible to return children to the mainstream and to increase the skills and
resources available in mainstream schools. We therefore want to
strengthen links between special and mainstream schools, and to ensure
that LEA support services are used to support mainstream placements.
3 Inclusion is a process, not a fixed state. By inclusion, we mean not only

that pupils with SEN should wherever possible receive their education in
a mainstream school, but also that they should join fully with their peers in
the curriculum and life of the school. For example, we believe that – taking
account of any normal arrangements for setting – children with SEN should
generally take part in mainstream lessons rather than being isolated in
separate units. But separate provision may be necessary on occasion for
specific purposes, and inclusion must encompass teaching and curriculum
appropriate to the child’s needs. Many schools will need to review and
adapt their approaches in order to achieve greater inclusion.
Case study
John Smeaton Community High School, Leeds
John Smeaton Community High School, Leeds, has

adopted a policy of working towards inclusive education for
all. The school’s roll includes students with moderate or
44
severe learning difficulties, visual and hearing impairments

and physical difficulties.
The school’s 1996 OFSTED report noted that the quality of

teaching was a particular strength, with good planning and
use of individualised teaching programmes to meet the
needs of pupils with SEN. Such pupils were fully integrated
into mainstream school life and lessons, and the personal
development of all pupils was enhanced as a consequence
of the diverse intake of the school.
4 We recognise that there is a variety of views on the sensitive issue of where

individual children with SEN might best prosper. We recognise the concerns
of some parents about whether and how the needs of their child will be met
in a mainstream school. We also recognise that schools and LEAs are at
different starting points in considering the issue of inclusion. Our approach
will be practical, not dogmatic. Decisions about individual children must take
account of all their circumstances, not least their educational experiences to
date. Parents will continue to have the right to express a preference for a
special school where they consider this appropriate to their child’s needs.
Inclusion within mainstream schools

5 There is no reason why children with similar needs in different parts of the
country should not have similar opportunities to attend mainstream
schools. Yet at present there is wide variation in the percentage of children
in each LEA who are educated in special schools, ranging from under
0.5% in some areas to over 2% in others. Across the country as a whole,
some 98,000 pupils are educated in maintained or non-maintained special
schools, a number which has been virtually constant throughout the 1990s.
6 Different factors bear on the scope for inclusion for those with different
types of SEN. For some with physical disabilities, improved access to and
within school buildings may be the fundamental first step. New technology
can help improve access to the curriculum and limit pupils’ communication
difficulties. Many pupils with mild or moderate learning difficulties or
sensory impairments and some with severe and complex needs are, with
appropriate learning support, already thriving in mainstream school
settings, and enriching the whole school community.
45
Case study
Inclusion in Manchester
Manchester LEA believes that, where appropriate, children

with physical difficulties and severe learning difficulties
should be educated in mainstream schools. Under
Manchester’s Barrier Free Partnership two secondary
schools and a network of feeder primary schools have
received capital support to help them become completely
accessible to pupils with physical disabilities. Schools’ own
efforts are supplemented by support teams (teachers and
learning assistants) who help individual pupils or groups
with physical difficulties and severe learning difficulties.
Newall Green High School is one of the schools benefiting

from Manchester’s inclusion policy. It offers additionally
resourced provision for children with physical difficulties
and severe learning difficulties in the south of the city. The
school has been barrier free since September last year.
Ramps, lifts and new equipment, such as height adjustable
work areas, have been installed. The support team has
helped pupils gain access to the curriculum, and is working
with the children so that, in due course, they will be able to
carry on without support. The school’s recent OFSTED
report noted that all pupils with SEN are fully integrated into
the life and work of the school.
7 There are many practical steps which we could take to promote greater
inclusion in mainstream schools for pupils with SEN. We could:
• require LEAs to prepare and submit plans for taking inclusion forward,
perhaps within the framework of their Education Development Plans;
• suggest that in the first instance priority should be given to securing

inclusion for younger children or those with particular forms of SEN,
perhaps those with physical disabilities, sensory impairments or with
moderate learning difficulties. We could change the law so that LEAs
would have to secure a mainstream school placement for such pupils
where this accorded with their parents’ wishes. This would not mean
that parents would have unconstrained choice. But it would mean
46
that the LEA had to ensure that an accessible mainstream school

was available;
• require all children to be registered on the roll of a mainstream school,

supported as appropriate by specialist provision (which for some
children might mean placement in a special school, at least for part of
their school career);
• direct increased levels of capital support to extend the existing

Schools Access Initiative. Support totalling £4 million a year is
currently available for schemes to improve physical access to
mainstream schools and access to the curriculum within such
schools. We plan to increase significantly the scale of this Initiative
from 1998;
• target specific grant towards measures which would enhance

mainstream schools’ ability to include pupils with SEN. Grants could
be earmarked for disability awareness training and SEN-specific
training of teachers and others in mainstream schools. Or we could
provide pump-priming support to LEAs which commit themselves to
greater levels of inclusion, to assist with transitional costs of running
both mainstream and special school provision;
• seek ways of celebrating the success of those schools which improve

their ability to provide for a wide range of special needs. For example,
we could set standards for schools in improving their ability to provide
for a wide range of special needs and encourage all schools to
achieve these. We could develop a “kite mark” for schools which
reached the standards;
• give some priority for capital support where possible to planned

school reorganisations which would enhance SEN provision in
mainstream schools, or facilitate the co-location of special and
mainstream schools, in preference to reorganisations which would
increase separate special school places.
In parallel with such action, a new Ministerial Task Force will review
existing legislation in order to implement our manifesto commitment to
people with disabilities. This will include the treatment of education within
the Disability Discrimination Act.
8 We do not underestimate the difficulties of any of this. We are asking a lot

of schools, and not only in relation to SEN, over the next few years. Some
parents may fear their children will lose out if teachers focus their attention
47
on pupils with SEN. We acknowledge the need to develop an ethos of

positive approaches to children with disabilities. We need to find ways of
helping LEAs to shift resources from separate provision towards support
for inclusion. As resources become available, it will be necessary to
identify priorities for action. In some cases, pilot schemes may be the way
forward. In the meantime we shall work with LEAs and schools with
relevant experience, to consider the necessary conditions for promoting
inclusion more widely. We shall also fund research to assess the relative
costs, benefits and practical implications of educating children in
mainstream and special schools. Increasing levels of inclusion for SEN
pupils will be a continuing process; as technology, skills and confidence
develop, so will the scope for inclusion.
QUESTION: What priority measures should we take to include more pupils

with special educational needs within mainstream schools?
Admission arrangements for children with SEN

9 The White Paper Excellence in schools signalled important reforms in the way
school admission arrangements are to be agreed and co-ordinated. Local
forums of headteachers and governors will be encouraged to discuss
admission arrangements in their areas, and any disagreements between
admission authorities which cannot be resolved through dialogue will in most
cases be settled by an independent adjudicator. A new statutory Code of
Practice will be binding on all admission authorities, and on the adjudicator.
10 These new arrangements will have important implications for the
admission of children with SEN but without statements. The admissions
Code of Practice will stress that such children must be treated no less
favourably than other applicants. The new voluntary forums will be able to
take stock of the overall impact and operation of local arrangements on the
admission of pupils with SEN, and the adjudicator will if necessary resolve
disagreements. For children with statements the arrangements confirming
access to the school named in the statement will continue.
11 It is sometimes suggested that schools may be reluctant to admit pupils

with SEN because of their possible impact on a school’s standing in the
performance tables. From 1998, the transition to locally published primary
school tables will give LEAs the flexibility to include more data and
background information to set results in context. Value added measures in
both primary and secondary tables will mean that success in raising the
levels of achievement of children with SEN receives fuller recognition.
48
QUESTION: What should the proposed Code of Practice on admissions

say about the admission of pupils with SEN?
A new role for special schools

12 Traditionally, the role of special schools has been to provide specialist
teaching, support and facilities to meet the needs of pupils who attend their
school. This has meant a concentration of experience and expertise in a
small number of schools (about 5% of the total) meeting the needs of 1% of
pupils. We recognise the continuing need for special schools to provide – in
some cases temporarily – for a very small proportion of pupils whose needs
cannot be fully met within the mainstream sector. The context in which they
operate has however changed over the past decade. The categorisation of
special schools is no longer as clear as it might once have been, and many
now cater for a wide range of increasingly complex needs.
13 If we are to move successfully to greater inclusion, it is essential that pupils

with complex SEN in mainstream schools receive specialist support. The
role of special schools should reflect this changing context. In principle,
teachers in special schools are uniquely equipped to help their colleagues
in mainstream schools to meet complex needs. But currently there are no
requirements for special and mainstream schools to co-operate.
Arrangements do exist, but their incidence is patchy and there is little
co-ordination. We will examine how special school staff can work more
closely with mainstream schools and support services to meet the
needs of all pupils with SEN.
Case study
Round Oak School and Support Service, Warwickshire
Round Oak was opened in 1989 following the closure of two

special schools. It provides flexibility for children with
moderate learning difficulties through its core special school
and eight linked cluster mainstream schools. Pupils are
educated in a variety of settings, from total inclusion in
mainstream classes through to separate provision when
necessary. Liaison between core and cluster staff means that
children can move between settings as their needs change.
Many of the children that Round Oak supports are enrolled
49
at a cluster school, and spend their entire school week at

their mainstream school. OFSTED recently reported that the
progress of pupils in the cluster schools is “always at least
satisfactory and frequently good. They are able to keep
pace in their mainstream setting and enjoy positive support
from cluster staff”.
Round Oak has many distinctive features:
• all staff are appointed to the core school but can move
flexibly throughout the system – eight teaching and some
part-time non-teaching staff are currently deployed to the
cluster schools to support children with statements;
• special school pupils have access to subject specialists

at all four Key Stages; and
• the cluster schools provide SEN support to a number of

other primary and secondary schools.
14 If we are to broaden the contributions made by special schools and their

staff, the small size of many special schools (the majority have fewer than
80 pupils) may make some desirable developments difficult. LEAs will need
to consider whether in some cases:
• staff currently working in special schools might work in resourced

mainstream schools, or in units attached to mainstream schools; or
• some special schools might be amalgamated – wherever possible in

close association with mainstream schools – to create larger special
schools whose teachers would have an explicit remit to provide support
and training to mainstream colleagues and to individual children.
15 We want to build on existing good practice. Possible ways forward are:
• guidance to LEAs and schools on co-operative working. This might cover:
! shared facilities;
! shared teaching and non-teaching expertise;
! support for pupils who move between special and mainstream

schools;
50
! special schools becoming part of cluster arrangements with

primary and secondary schools;
• suggesting that LEAs include in their Education Development Plans

(EDPs) arrangements for collaboration within the framework of
generally inclusive provision, including targets for improvement. LEA
plans would reflect any arrangements agreed at regional level (see
Chapter 5), and would be subject to inspection by OFSTED;
• extending LEAs’ duty to review the provision they make for pupils with
SEN, to include a requirement to review collaborative arrangements
between schools;
• placing a requirement on special and mainstream schools to provide

details of collaborative arrangements in their annual reports. For
special schools, this could include setting targets for the amount of
time pupils should participate in mainstream education.
The local forums on admissions mentioned above should encourage

co-operation on the admission policies of mainstream and special schools.
16 In all this there are exciting opportunities for special schools. Increasingly,
they will be providing a varied pattern of support for children with SEN.
Some children will be in full-time placements, others part-time or
short-term; staff will be supporting some children in mainstream
placements; they will be helping mainstream schools to implement
inclusion policies; and they will be a source of training and advice for
mainstream colleagues. It may be that when their role has developed to
this extent, the term “special school” will be seen as an inadequate
reflection of what they do.
17 This is a challenging agenda. Our proposals will have significant resource

implications, not least in the training which some special school teachers
will need as their role develops. We shall start with pilot projects,
drawing on the experience which some LEAs and schools are
developing in this area. But we want to see real progress over the next
four years.
QUESTION: How can we help special schools to develop their role,

working more closely with mainstream schools to meet the needs of all
pupils with SEN?
51
SUMMARY
By 2002...
• A growing number of mainstream schools will be willing and able to accept
children with a range of special educational needs: as a consequence, an
increasing proportion of those children with statements of SEN who would
currently be placed in special schools will be educated in mainstream schools.
• National and local programmes will be in place to support increased inclusion.
• Special and mainstream schools will be working together alongside and in

support of one another.
52
5 Planning SEN
provision
Whether in mainstream or special schools, children with
the most severe and complex difficulties will continue to
need specialist support. We shall encourage regional
co-operation so that specialist facilities, whether from
the maintained, voluntary or private sectors, are available
when and where they are needed. LEAs will make decisions
about changes to their special schools in the light of this
regional co-operation and guidance from the Government.
53
5 Planning SEN provision
Planning: the regional dimension

Role of local education authorities
1 LEAs are providers both of school places for pupils with special
educational needs, and of specialist support services. However, as a result
of this mainly local focus, we find across the country:
• differences in access to, and in quality of, provision; with duplication

in some cases, and under-provision in others;
• wide variations in funding levels;
• inconsistency among schools in seeking external support; and
• difficulties for some smaller authorities in providing for pupils who

need very specialised provision.
2 There can legitimately be variation in the ways in which educational

services are provided, and to some extent in the degree of choice locally.
But there can be no argument for variations in quality. We will work to
secure a continuum of provision across the country so that, no matter
where pupils live and whatever their needs, an appropriate level of
support is available.
3 While it may be possible for the largest LEAs to make provision for a wide
range of special needs, we do not believe that a go-it-alone approach will lead
to resources being used efficiently and effectively. Nor will smaller authorities
find it easy to provide the range of specialist services necessary to support the
improvements we seek. In some areas, collaborative arrangements operate
successfully, involving the voluntary and private sectors as well as other LEAs.
But in general there is a need for closer co-operation.
Regional planning
4 For these reasons we want to see the development of regional
planning arrangements for some aspects of SEN provision. Statutory
responsibility for SEN would remain with the LEA. The regional
arrangements would help LEAs meet that responsibility by opening up
access to all available resources. We want social services departments and
health authorities, and the voluntary and independent sectors, to be fully
included as partners in the arrangements, so that their contribution can be
properly integrated into the regional framework.
54
Case study
Cross-LEA provision in inner London
A consortium of five inner London LEAs, led by Islington,

was set up, initially using Grants for Education Support and
Training (GEST) funding, to make provision for pupils with
multi-sensory impairments.
In partnership with Sense (The National Deafblind and

Rubella Association), the LEAs contracted one of its
teachers – a national expert on working with these pupils –
to conduct an initial audit of need, and then to support an
advisory teacher employed by the consortium. The advisory
teacher initially spent one day a week in schools in each of
the authorities working with pupils, teachers and other staff,
advising on individual programmes for pupils and providing
training. Latterly, she has linked with other agencies in
education, health and social services and spent one week
in each school providing more specific support.
5 We do not propose to develop statutory or excessively formal

arrangements. Their success will depend on partnership. Our preferred
option, therefore, is to encourage voluntary co-operation on a regional
basis, between LEAs, and between LEAs and other statutory, voluntary
and private sector providers, including non-maintained special schools and
independent schools catering for SEN, and institutions providing teacher
training. This co-operation would be reinforced through funding
mechanisms.
6 The core functions of these arrangements might be:
• planning of places for low incidence disabilities, such as visual and

hearing impairments and at the profound end of the autistic spectrum;
• encouraging co-operation and perhaps specialisation in SEN support

services;
• developing provision for specialised in-service teacher training;
• collecting and comparing data on SEN provision.
These are not the only areas that might benefit from regional planning.
55
Others – for example, provision for pupils who are out of school because
of illness or injury – might be included. Some voluntary organisations have
begun to study the issues involved in bringing about such co-operation:
we are supporting this work.
7 Regional planning arrangements could be facilitated in the first instance by

Government Offices (GOs). The sort of arrangements we envisage are:
• groups to be made up of LEAs, other statutory agencies, voluntary

and private sector representatives and providers of training, brought
together on a voluntary basis under the chairmanship of the GO;
membership could in some cases draw on existing regional
structures; DfEE’s SEN Division would attend meetings;
• the structure would be non-bureaucratic; the GO would provide “light

touch” facilitation; LEA staff or others with SEN background would be
seconded to the GO to provide support for the regional groups;
• each group would be expected to produce a regional plan for relevant

aspects of SEN provision within the context of increasing inclusion;
the DfEE could issue guidance on coverage;
• as a first step we might support pilot schemes based in two GOs to

prepare for introduction of these arrangements;
• LEAs would be expected to contribute to the low-level administrative

costs of the arrangements; regional planning should result in better
value for money through more economical use of expensive low-
incidence provision;
• regional structures would provide a channel for two-way

communication between local and central government; regional
groups could contribute to national data on SEN and enable us to
monitor the national picture.
8 A Regional Development Agencies Bill will be introduced in the current

session of Parliament, preceded by a White Paper. In carrying forward our
proposals for regional arrangements for SEN we will take account of these
developments and also of the role of local regeneration partnerships,
funded through the Single Regeneration Budget.
QUESTION: What should be the core functions of regional planning

arrangements for SEN, and how should such arrangements be set up?
56
Planning: the school dimension

Community special schools
9 Within the new schools framework, described in Excellence in schools,
all maintained special schools are likely to become community special
schools. This is because of the importance we attach to the place of
special schools in a unified service supporting greater inclusion.
10 At present, many details of the provision made by special schools have to

be specifically approved by the Secretary of State. Similarly, any change to
the approved arrangements has to be decided centrally. We propose to
end this requirement for community special schools. Detailed
arrangements for more devolved decision making were described in a
consultation paper on the new school framework in August. Each LEA
would set up a school organisation committee to agree a local school
organisation plan and to decide school organisation proposals. In drawing
up their plan, LEAs would have regard to the regional plans for SEN
proposed above. In deciding proposals, school organisation committees
would have regard to guidance from the Secretary of State. This would
reflect our policy of increasing inclusion and cover issues such as:
• the relationship between regional plans, local school organisation

plans and LEA Education Development Plans;
• advice on age ranges and types of SEN which could be catered for
within the same school; the appropriateness of mixed/single sex
provision; and perhaps updated guidance on teaching group sizes,
staffing levels and qualifications;
• delivery of the National Curriculum;
• inspection arrangements: OFSTED would monitor the extent to which

LEAs took account of this guidance in organising special schools.
Non-maintained special schools and independent schools

11 Non-maintained special schools and independent schools catering wholly
or mainly for children with SEN offer specialised, often residential,
provision. In many cases, they make a unique contribution. Like
maintained schools, they will need to take account of the developing
context set out in this Green Paper. We believe therefore that this key
sector should be represented in the regional planning arrangements
proposed above. Where a regional plan suggests a case for establishment
57
of a new school, a contribution from a voluntary body, charity or private

provider should be considered sympathetically.
12 All non-maintained special schools have to be specifically approved by the

Secretary of State and inspected by OFSTED. We do not intend to change
these arrangements.
13 Independent schools providing for SEN are subject to three specific controls:
• they may seek approval by the Secretary of State: LEAs are then free
to place pupils with statements in them within the terms of the
approval. Otherwise LEAs may place children with statements in
independent schools only with the case by case consent of the
Secretary of State;
• they are subject to inspection. Schools which have been approved are
inspected by OFSTED on a 4-yearly cycle (from 1998, 6-yearly). Other
independent schools are inspected by HMI. We propose to ensure
that independent schools providing specifically for children with SEN,
but which have not received the Secretary of State’s approval, are
inspected at least every 5 years and that the inspection reports are
published; and
• residential schools are subject to inspections by social services

departments under the Children Act.
Changes to the arrangements for independent schools

14 The number of applications for consent to place individual children with
a statement at non-approved independent schools has risen sharply: the
Secretary of State currently receives over 700 applications a year. It is
questionable whether it is appropriate for decisions to be taken centrally
on this scale about the suitability of a particular school for a particular
child. The arrangement also blurs LEAs’ accountability for their decisions
about placement. Yet it is essential that the children at these schools,
many of them very vulnerable, should be well-served and that these
expensive placements should offer value for money. We want to safeguard
and improve standards in education and care.
15 We therefore propose to retain approval for independent schools, but

to end the current consent arrangements. Approval would be a clear
mark of good standing. Schools would be encouraged to work towards it.
LEAs would not need consent to place a child with a statement at an
58
independent school outside the approved list, but would have an

unambiguous responsibility to satisfy themselves that placement at such
a school was appropriate and in the child’s interest.
16 LEAs would be required to obtain available written reports on the school

from OFSTED (or OHMCI for placements in Wales), social services
departments for residential schools and any association of independent
schools to which the school belonged. We should also expect them to visit
the school in advance of placement to satisfy themselves that it could
provide for the child’s special needs including, where necessary,
therapeutic or medical input; and to review the placement regularly.
Placements would be monitored by HMI.
QUESTION: What changes are needed to the existing arrangements for

the placement of children with SEN in independent schools?
SUMMARY
By 2002...
• Regional planning machinery for SEN will be in place across England,
helping to co-ordinate provision for low-incidence disabilities, specialist
teacher training and other aspects of SEN.
• There will be clear guidance to support the effective development of

special schools in the context of a policy of increased inclusion.
• New arrangements will be in place to safeguard the interests of children

with special educational needs who are placed in independent schools.
59
6 Developing
skills
Professional development – for teachers and others –
will be needed if staff are to have the skills, knowledge
and understanding to make a reality of our proposals
for raising standards for all children with special
educational needs.
60
6 Developing skills
The mainstream context
1 The success of our proposals will depend in large measure on how far they
are reflected in the work of mainstream schools. Headteachers of
mainstream schools usually delegate responsibility for overseeing the day-
to-day operation of a school’s SEN policy to the SEN co-ordinator (or
SENCO). The SENCO oversees the school’s provision for SEN, including
the work of learning support assistants (LSAs), advises and supports
fellow teachers, and liaises with parents. The SENCO also contributes to
the in-service training of school staff.
Case study
The role of SENCOs
Last year, Newcastle University undertook a research

project into the effective management of the SENCO role.
This showed that, despite some continuing concerns, many
SENCOs had found that their initial anxieties about the
demands of the role had given way to increasing familiarity
and confidence. In particular, SENCOs broadly endorsed
the Code’s underlying principle of responding quickly,
professionally and effectively to pupils’ difficulties so that all
children had access to educational experiences of the
highest quality.
The findings of this research and of other projects on

individual education plans and school SEN policies were
incorporated in The SENCO Guide, published by the DfEE
and issued to schools in September 1997.
2 But a SENCO cannot do everything single-handedly. It is the responsibility

of all teachers and support staff in a school
• to be aware of the school’s responsibilities for children with special

educational needs;
• to have regard to the guidance in the Code of Practice;
• to apply that guidance effectively in assessing and teaching children

with SEN; and
• to work together in the classroom to raise standards for all pupils.
61
6 Developing skills
3 A ‘whole school approach’ is therefore essential. This will be possible only

if teachers and other staff are confident that they can support children’s
special needs, and are familiar with the key principles of the Code of
Practice. To ensure that they have this confidence, schools must develop
a clear policy on SEN, communicate it to all staff, and monitor and review
it regularly. In all this, it is important for the school’s senior management
team and governors to work with and support the SENCO.
Professional development of teachers

4 Excellence in schools made clear our commitment to giving trainee
teachers, new entrants to the profession and those already in teaching the
training and support they need to raise standards. Training in special
educational needs is a priority, whether teachers work in mainstream or
special schools or in LEA support services. We welcome the inclusion of
the SEN dimension in the Teacher Training Agency’s (TTA’s) work on
developing professional standards for teachers. The TTA’s SEN Focus
Group will liaise closely with the new National Advisory Group on SEN.
Initial teacher training (ITT) and induction

5 We have announced new standards which all trainee teachers will be
expected to reach in order to qualify. These include standards in special
needs training which mean that all newly qualified teachers (NQTs) will:
• understand their responsibilities under the Code of Practice;
• be capable of identifying children with special educational needs;
• be able to differentiate teaching practice appropriately.
The TTA is encouraging the development of initial teacher training

courses which, while meeting our new requirements for all ITT courses, contain
a greater emphasis on SEN. Best practice in training new teachers to teach
children with SEN will be disseminated to ITT providers more widely. In
addition, the new employment based routes leading to Qualified Teacher
Status allow trainee teachers to gain experience in special schools if they wish.
6 The introduction of a supported induction year, announced in Excellence in

schools, will allow newly qualified teachers to consolidate their skills in
relation to the standards for NQTs, and to identify further development
needs. SENCOs will have an important role in providing specialist support
to new teachers during their first year.
62
6 Developing skills
Continuing professional development

7 We will encourage all teachers to develop further skills in curriculum
planning, teaching and assessing pupils with SEN. Some LEAs are well
placed to oversee a general staff development policy for SEN – identifying
the training needs of generalist and specialist teachers in schools in the
area and co-ordinating training and development programmes. But
smaller authorities and those which do not have a support service
infrastructure for delivering SEN training may have a more limited capacity
for this. All authorities will benefit from drawing on the widest possible
range of expertise.
8 We will therefore encourage partnerships in teacher training. Chapter

5 suggests that regional planning arrangements might help LEAs and
higher education institutions work together, to identify training needs and
provide qualified staff, particularly for low-incidence needs. LEAs should
collaborate with higher education institutions in providing programmes of
training for serving teachers. Health authorities, too, will have a part to
play. We intend, as resources permit, to expand the current programme for
SEN teacher training. We expect to encourage regional planning and
co-operation by channelling funding preferentially to collaborative
schemes.
QUESTION: How can we promote partnerships in in-service teacher training

to raise the level of teachers’ expertise in meeting special educational needs?
Headteachers
9 The TTA has produced national standards for headteachers, covering such
aspects of strategic leadership and accountability as:
• monitoring and evaluating the quality of teaching, standards of

learning and achievement of all pupils, including those with special
educational needs;
• setting and meeting targets for improvement; and
• motivating and enabling teachers, including SENCOs, to develop their

expertise through continuing professional development.
These standards are reflected in the National Professional Qualification for

Headship recently launched by the TTA, and in the programme for serving
headteachers currently being developed.
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6 Developing skills
Special educational needs co-ordinators (SENCOs)

10 We welcome the TTA’s consultation on national standards for SENCOs,
which will set clear expectations and provide a focus for training. All
SENCOs, with the support of their senior management and governing
body, will be expected to work towards the standards, once these have
been agreed. In principle it would be possible to develop the standards
further, as the basis for a qualification.
QUESTION: Should the Teacher Training Agency’s work on national

standards be taken forward as the basis for a qualification for SEN
co-ordinators?
SEN specialists
11 The skills of SEN specialists – staff in special schools, units in mainstream
schools, pupil referral units, and LEA support services – need to be
developed to meet the increasingly complex range of children’s needs and
the variety of settings in which they are educated. We are keen to review
the arrangements for specialist training for these teachers. Over time, this
might lead to a qualification which could replace the current mandatory
and other qualifications in SEN. This could combine generic elements with
components focused on more specific areas of SEN, and would give
recognition to teachers who have acquired the professional skills to meet
particular types of special needs. Above all, linked to clear expectations of
the skills needed in different settings, it would promote high standards of
provision for children with complex SEN.
QUESTION: Should there be national standards and/or a qualification for

other SEN specialists?
Learning support assistants (LSAs)

12 Learning support assistants (LSAs) have many different job titles across
the country. They are non-teaching assistants employed to work with
children with SEN in mainstream and special schools. Their tasks include
helping pupils with reading difficulties, supporting speech therapy
programmes, and helping pupils to access the curriculum.
13 In January 1997 over 24,000 LSAs (full-time equivalent) were working in

mainstream primary and secondary schools in England. Almost 16,000
LSAs were in maintained special schools. Numbers have risen sharply in
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6 Developing skills
recent years, probably in response to the increase in the number of pupils

with statements being educated in mainstream schools.
14 The contribution of LSAs is central to successful SEN practice in

mainstream and special schools. The reliance which many schools place
on LSAs makes training and career development essential. But training
opportunities and patterns of employment are patchy, and need to be
improved if we are to realise the full potential of their contribution.
15 OFSTED has found that fewer than half of LEAs provide appropriate
training for learning support staff. Some LEAs have, however, developed
accredited courses with higher education institutions and Training and
Enterprise Councils. Health authorities may also have an important role in
training LSAs to support children with substantial and complex difficulties,
including “medical” needs.
Case study
Training for special needs assistants in Tower Hamlets
Tower Hamlets LEA, in partnership with its schools, has

worked with the London East Training and Enterprise
Council (LETEC) to develop a one-term training course for
special needs assistants. Participants must have been
registered unemployed for at least six months or be
returners to work; often they have been working on a
voluntary basis in schools. The course gives trainees the
practical skills and knowledge needed to help children with
SEN in mainstream classrooms. It focuses on support
strategies for a range of different needs, on encouraging
children to become independent and on developing their
self-esteem. Participants spend two half days a week in
schools, supervised by a teacher. About 90% are
successful in finding work after completing the course.
The LEA has also been working with UNISON on an open

learning course, Return to Learn, which will give special
needs assistants an opportunity to improve their study
skills. During the ten month course, which is accredited
through the National Open College Network, participants
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6 Developing skills
explore areas of writing and analysing and working with

figures. Personal tutors provide feedback and advice, and
a study group encourages participants to learn together.
LETEC funding will make it possible to offer assistants
day-time release to attend this course. It is hoped that
participants will use the course as a stepping stone to
higher level courses, such as the Open University Specialist
Teacher Assistant Certificate.
16 Where LEAs are the employers of LSAs, or hold a register of LSAs on which
schools draw, it is easier to offer structured training. The involvement of the
LEA also makes possible greater continuity in employment, and so increases
the extent to which expertise can be built up. But LSAs’ careers might be
enhanced by a national structure including some or all of the following:
• national guidelines or a framework of good practice for LEAs and

schools to follow;
• an expectation that LEAs would make available accredited training for

all LSAs and oversee quality assurance;
• nationally devised modules for all LSA training courses within an NVQ
framework – perhaps including a mandatory induction/foundation
course, with additional modules to reflect the needs of pupils.
17 Excellence in schools said that we would consult LEAs about developing

a programme of courses and qualifications for all non-teaching assistants.
Training for LSAs would form part of that programme. At the same time,
training for teachers needs to equip them to work with other adults in
the classroom.
QUESTION: What action should we take to improve the training and

career structure of learning support assistants?
School governors
18 A fundamental objective for governing bodies is to help raise standards.
Monitoring the school’s arrangements for children with SEN is part and
parcel of that. In addition, governors have statutory responsibilities to
publish information in their annual report about the school’s SEN policy
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6 Developing skills
and about the school’s admissions arrangements for pupils with

disabilities, including how the school will help such pupils gain access and
what it will do to make sure they are treated fairly. Governors should
therefore be actively involved in developing, supporting, and reviewing the
school’s policy on SEN in consultation with the headteacher and SENCO.
Yet OFSTED’s report on the Code in 1996 commented that many
governors were not aware of their responsibilities for SEN.
19 Opportunities for high quality training in special needs for governors

should be improved. Excellence in schools committed us to issuing
guidance on how governors’ training needs can be met, drawing on the
best of existing LEA practice; this guidance will cover governors’
responsibilities for pupils with SEN.
QUESTION: What kinds of training would help governors to carry out

effectively their responsibilities for pupils with SEN?
Educational psychologists
20 Educational psychologists (EPs) employed by LEAs have wide
responsibilities. But a large part of their time is tied up in the process of
statutory assessment. While this may be necessary in some cases, it
diverts key resources from early intervention and from providing help and
support to pupils when it is most needed. We will explore ways of
changing the balance of work of EPs, so that they can use their
expertise as productively as possible.
21 More effective support at the school-based stages of the Code, with EPs
and LEA learning support staff spending more time working in schools,
should mean that, over time, there will be less demand for statutory
assessments. Furthermore, it may be that as the skills of SENCOs and
other SEN staff develop, they could, with suitable training, perform some
aspects of statutory assessment, so releasing EPs for other tasks.
22 Changes in the balance of work of EPs will have implications for their
training. New patterns of training will be needed to reflect their developing
role in areas such as strategic management, working with schools,
curriculum issues and family therapy.
QUESTION: What changes are needed in the role and training of

educational psychologists?
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6 Developing skills
SUMMARY
By 2002...
• There will be a clear structure for teachers’ professional development
in SEN, from a strengthened attention to SEN issues in initial training
through to improved training for headteachers, SEN co-ordinators and
other SEN specialists.
• There will be a national framework for training learning support assistants.
• There will be national guidance on training governors to carry out their

responsibilities for pupils with SEN.
• There will be national agreement on ways of reducing the time spent by

educational psychologists on statutory assessments and maximising their
contribution in the classroom, and the training necessary for their
developing role.
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7
Working
together
The Government, LEAs, other local agencies and business
need to work together in supporting the education of
children with SEN. Their contributions need to be
developed, improved and co-ordinated to achieve our
aims of raising standards, shifting resources to practical
support and increasing inclusion.
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7 Working together
Government
1 The Government has a central responsibility for raising standards and
promoting progress for all children, including those with SEN. We are
responsible for the framework of national SEN policy within which schools
and LEAs operate, and for monitoring its effectiveness. We also support
schools and LEAs by:
• communicating with them, through visits and contacts at many levels,

and providing information: DfEE’s Special Educational Needs Division
is the main channel for communication;
• identifying and disseminating good practice, for example:
! by commissioning research on aspects of SEN or including an

SEN dimension in other commissioned research;
! through published guidance from the Standards and

Effectiveness Unit, which is working towards establishing
a database of best practice nationally;
! through OFSTED inspection data and HMI surveys; and
! by encouraging teacher groups, local and national organisations

and schools to exchange information using the Internet;
• collecting and publishing statistical information;
• encouraging benchmarking; and
• ensuring that co-ordination between Government Departments

secures mutually-reinforcing policies towards children with SEN.
In carrying out these functions we will look to the National Advisory Group
on SEN to advise on the development and implementation of policies to
improve standards in education for children with SEN.
Research into and dissemination of information about good practice

2 Some ways of meeting children’s special educational needs are
demonstrably more effective than others. We will promote research
designed to establish good practice, and disseminate the results.
The areas to be covered might range from ways of meeting the needs
of children with autism to working with learning support assistants in
the classroom. Such research will supplement the information available
in specialist journals and from voluntary bodies and LEAs.
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7 Working together
3 It is however very difficult for busy teachers, LEA administrators and

others to keep up with all this information, and to assess its relevance
to their own circumstances. One way of disseminating reliable and
objective information about good practice in SEN would be to establish
a small national institute to sift evidence from other sources and target
the conclusions to SENCOs, other specialist teachers, SEN governors
and LEA administrators. Such an institute should principally be funded by
subscription, from LEAs, schools and others, who felt access to a research
digest of this type would help them to improve the effectiveness of their
provision for SEN.
4 Whether or not such arrangements are established nationally, we shall

continue to join in relevant international projects. In particular, we shall play
a leading part in the new European Agency for Development in Special
Needs Education. This has as its aim the dissemination of information,
chiefly over the Internet, about special needs provision in 17 European
countries. We welcome the initiative of the Danish authorities in
establishing the Agency, and will ensure that its output is available to
schools and others in this country.
QUESTION: What arrangements would help the speedy dissemination of

useful information about good practice in SEN?
Co-operation between local agencies

5 Effective collaboration between LEAs, social services departments and
health authorities is essential. Too often the fragmentation of services
between different statutory agencies, competition and tight budgets has
left parents to take responsibility for co-ordinating provision for their child.
6 The need for closer co-operation starts in Government. The National

Advisory Group on SEN includes people with expertise in education,
health and social services. We will work towards effective co-ordination of
policy for young children in these areas by strengthening links between the
DfEE and the Department of Health. The Departments are, for example,
jointly funding a research project on inter-agency co-operation based at
Newcastle University. A Green Paper on the Government’s health strategy,
to be published later this year, will consult on targets for redressing
inequality in the health of children and young people, which has clear links
to social competence and educational achievement.
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7 Working together
7 Effective collaboration between statutory agencies is particularly important

for those children with SEN who are defined by the Children Act as being
“in need”, including those looked after by local authorities. Some local
authorities undertake joint planning and funding of residential educational
placements or packages of care for children in need. The regional planning
arrangements discussed in Chapter 5 may encourage such practices to
become more widespread. Sir William Utting’s imminent report on
safeguards for children living away from home will have an important
bearing on these and related matters in this Green Paper. Where children
looked after by a local authority are placed in a residential special school,
the placement should be jointly planned and funded by the education and
social services departments and, where appropriate, the health authority.
In working together, statutory agencies should also involve local voluntary
bodies to the maximum extent possible.
QUESTION: What are the barriers to improved collaboration between

LEAs, social services departments and health authorities? How can these
be overcome?
Provision of speech and language therapy

8 One area where collaboration needs to be improved is speech and language
therapy. This is a key to raising the educational potential of children with
communication difficulties. Communication skills are in turn a pre-requisite
for literacy skills. When communication problems persist into school years
the greatest benefits can be achieved where speech therapists work with
teachers and other staff as part of a team, monitoring the progress of
children regularly. We will consider funding joint research by the DfEE
and the Department of Health into the factors which lead to the most
effective provision of speech and language therapy for children. Our
proposal to end the distinction between educational and non-educational
needs and provision in statements (see Chapter 3) will be relevant.
9 Children with communication difficulties have a right to a thorough

assessment, effective support and regular reviews of progress. There are
examples of collaboration between agencies and schools, but in too many
cases provision of speech and language therapy to children has been
hindered by the conflicting duties and powers of health authorities and
LEAs and by lack of clarity over funding. We will look at these obstacles,
and if necessary change the law so that children receive the service
they need.
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7 Working together
10 In 1991, changes were introduced to the way speech and language

therapy services were provided in Scotland to school-aged children.
These changes gave education authorities direct control over the financial
resources they needed to discharge their duties towards children with the
equivalent of a statement. Education authorities now purchase these
therapy services direct from health authorities. This model has been
suggested as one which might help resolve the difficulties in England.
11 Another approach would be for LEAs and health authorities to have joint
responsibility for funding and managing speech and language therapy
services for all children. Recognising the benefits of early intervention in
communication difficulties, health authorities and LEAs could make sure
that speech and language therapy was co-ordinated for pre-school
children, and continued smoothly into primary school for those children
with the most persistent difficulties.
12 Similar issues apply with other therapies. We will consider whether any
changes to the provision of speech therapy should be extended to cover
the arrangements for the funding of physiotherapy and occupational
therapy. We will also consider whether any other services, such as mobility
training for visually impaired children or provision of school nurses, would
benefit from better collaboration.
QUESTION: How should funding for speech and language therapy and
analogous services be provided in future?
Transition from school to further and higher education, training or

employment
13 LEAs, social services departments, health authorities and careers services
need to work together in transition planning as pupils with SEN come to
the end of their compulsory schooling. We will encourage these agencies
to co-operate to give priority to this work, and see that transition planning
starts early. The review of the Code of Practice proposed in Chapter 3 will
consider whether aspects of the existing arrangements can be improved.
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7 Working together
Case study
Oxfordshire Integrated Assessment Project
The Oxfordshire Joint Commissioning Reference Group for

Children with Disabilities has commissioned a two-year
project to provide an integrated assessment for young
people who will probably have support needs in adulthood.
The project is now in its main pilot phase, with 26 young
people and their families participating.
At 14+, the integrated assessment incorporates a

number of features to assist planning by adult and
further education services:
• the first annual review of a statement after the

young person’s 14th birthday, and the subsequent
transition plan;
• an assessment by social services under the Disabled

Persons Act 1996; and
• an assessment by adult (health and social) services of

the future needs of a young person with disabilities
who may require support from medical or social
services.
After the education transition plan has been completed,

social services care managers work with the young person
and their family to produce a future needs plan and action
checklist. Together, these record what needs to be done,
and who is responsible. The checklist is used by parents
and professionals. The aim is for the different agencies
to develop together a plan for the young person's transition
to adulthood.
14 LEAs and schools also need to work with colleges to help pupils with SEN
move on to further and higher education. Many successfully make the
transition, often helped through school/college link courses. But
improvements are needed so that more can do so. There are some gaps in
post-school provision for students with the most severe and complex
needs. The Further Education Funding Council’s (FEFC) study Mapping
Provision and statistical returns from schools show that the proportion of
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7 Working together
pupils with SEN in secondary schools is higher than the proportion of

students with learning difficulties and/or disabilities in further education.
A lack of reliable information on the routes pupils with SEN take when they
leave school makes these figures difficult to interpret. It is also unclear
how far young people’s decisions are affected by the fact that statements
may remain in force for 16-19-year-olds in school, but not in FE. We
propose to study ways of evaluating the post-school experiences of
young people who have been identified at school as having SEN.
15 Opportunities for students with learning difficulties and/or disabilities in

further education will be improved through implementation of the
recommendations of the FEFC’s report Inclusive Learning (the “Tomlinson
report”). The National Committee of Inquiry into Higher Education looked
at increasing participation and widening access to higher education. We
are currently considering our response to its recommendations.
16 Support from business can have a major impact in preparing young

people, including those with SEN, for adult and working life. Excellence
in schools set out our proposals for adding a new drive to school-business
links. Such links can motivate and develop the skills of young people with
SEN, encouraging them to see themselves as future employees.
17 Employment opportunities for young people with special needs will be

improved through our Welfare to Work programme. Through this
programme and our planned Millennium Volunteers programme we will
explore options for disabled young adults to help in schools, and so assist
in creating a positive approach to disability.
18 A forthcoming White Paper will set out our policies and plans for all post-
16 lifelong learning issues. Our vision is of a learning society; one where
all people have access to lifelong learning.
QUESTION: How can we help more young people with SEN make
a successful transition to further or higher education, training and
employment?
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7 Working together
SUMMARY
By 2002...
• There will be new arrangements for disseminating up-to-date information
about good practice in SEN provision.
• There will be improved co-operation and co-ordination between local

education authorities, social services departments and health authorities,
with the focus on meeting children’s special needs more effectively.
• Speech and language therapy will be provided more effectively for children
who need it.
• The Department will be collecting information about the experiences, once

they have left school, of young people with SEN, to help schools and
colleges prepare young people for adult life more effectively.
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8 Principles into
practice:
emotional and
behavioural
difficulties
We want to put our principles into practice for all children
with SEN, including one group which presents schools
with special challenges – children with emotional and
behavioural difficulties. The number of children perceived
as falling within this group is increasing. We need to find
ways of tackling their difficulties early, before they lead to
under-achievement, disaffection and, in too many cases,
exclusion from mainstream education.
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8 Principles into practice: emotional and behavioural difficulties
Children with emotional and behavioural difficulties: a strategy

for action
1 This chapter exemplifies the policies and action proposed in the rest of
this Green Paper for one group of children: those with “emotional and
behavioural difficulties” (EBD). This term is applied to a broad range of
young people – preponderantly boys – with a very wide spectrum of
needs, from those with short term emotional difficulties to those with
extremely challenging behaviour or serious psychological difficulties.
Defining this group is not easy; difficulties are compounded by the fact
that different agencies often use different terminology. For schools, pupils
with EBD can present problems to which exclusion has sometimes
seemed the only recourse. Even where they are not formally excluded,
many of these children effectively remove themselves from the educational
process. Children with EBD are at great risk of under-achievement,
educationally and in their personal development. They can also disrupt the
education of others.
2 The roots of EBD are complex. They include family disadvantage or

breakdown, poor parenting skills and poor experiences at school.
Emotional difficulties may lead to poor behaviour, and should therefore be
addressed as early as possible. The emotional well-being of all children
will be highlighted in the forthcoming Green Paper on the Government's
health strategy. In some instances EBD may stem from other special
educational needs.
3 This chapter does not seek to analyse in detail the different ways in which
the term EBD is used. But we recognise that distinctions matter in
practice. The wide variation of needs and causes is reflected in a wide
range of different provision. Some of this, for various reasons, is not
improving children’s performance; failure and disaffection are increasingly
marked as they approach Key Stage 4. Improving the quality of provision
for young people identified as having EBD, and preventing other children
from manifesting such difficulties, is one of the most urgent, and one of the
most daunting, tasks facing schools.
4 Tackling EBD is therefore one area in which, over time, we aim to shift
resources from remedial action to preventive work. Placements in EBD
special schools are expensive. The cost to society more widely of failure
to tackle these problems is higher still, both in terms of reduced economic
contribution in adult life and, for some, of criminal activity and prison.
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5 We do not expect schools to solve, unaided, problems which are linked to

wider social issues. There needs to be the closest co-operation between
the education service and other agencies. And there needs to be co-
ordinated action at school, local and national levels. For example, schools
should be looking at the full range of policies and practices which affect
the way in which their pupils behave. LEAs will be consulting schools on
the contents of local behaviour support plans. At national level we need
to look at financial and other incentives for good practice, and possibly
at national targets (for example, for reduced numbers of exclusions).
6 Within such a framework, we believe that the foundations for an overall

strategy are:
• education policies for improving the achievement of all children,

combined with broader social policies to combat disadvantage;
• early identification and intervention, with schools and other agencies

working with the families of children with EBD;
• effective behaviour policies in schools and LEAs;
• strengthening the skills of all staff working with pupils with EBD;
• a range of specialist support to meet the varied needs of pupils within

this broad group;
• wider dissemination of existing best practice; and

• encouraging fresh approaches in the secondary years.
We shall welcome views on this strategy. We are pleased that the National
Advisory Group on SEN has set up a sub-group – its first – to examine
ways of improving provision for pupils with EBD. The sub-group will
consider views expressed in response to this chapter, and will take them
into account in advising on a programme for action which will build on the
approaches described below.
Improving achievement
7 The full range of policies for improving performance in basic skills and for
working with parents, summarised in Chapters 1 and 2, should help to
forestall the emergence of emotional and behavioural difficulties in many
children who might develop EBD as a consequence of early failure at
school. More broadly still, our policies for a fairer society combine an
emphasis on individual responsibility with real opportunities. They will not
79
bring about an immediate transformation. But they will begin to create a

social climate which engenders hope, not disaffection.
Early identification and intervention

8 Early intervention can be particularly successful in tackling EBD. Some of
the measures described in Chapter 1 will be especially relevant. Sound
assessment is the first step: boundaries between EBD, ordinary unruliness,
disaffection and various clinical conditions are not always clear-cut but
have a major bearing on the solution required. A number of assessment
techniques are already in use. We will be prepared to support the
development and wider dissemination of these.
9 The priority must be to help schools and LEA support services improve the
performance of these children. In most cases schools find that using the
framework of the Code of Practice – described in Chapter 3 – helps them
to tackle children’s behavioural problems in a systematic way. For children
with more complex difficulties, there are some promising models for
intervention in the primary years. These exemplify the collaborative
approaches discussed in Chapter 7, with key roles for social services
departments, health authorities and parents. The DfEE and the
Department of Health will work together to establish a national
programme of early intervention projects for nursery and primary age
children identified as having EBD.
Case study
Nurture groups in Enfield
In Enfield, some primary schools run nurture groups for

children showing early signs of emotional and behavioural
difficulties. These small special classes provide a structured
and predictable environment in which the children can
begin to trust adults and to learn. Careful consideration is
given to appropriate curriculum content. The nurture groups
are an integral part of Enfield schools’ mainstream provision
for children with special educational needs. The LEA’s
advisory staff and educational psychology service support
and train the nurture group teachers and assistants. Parents
are regularly involved in discussions about their child’s
progress and attend informal sessions. Pupils are
80
encouraged to take part in school activities including

assemblies and playtimes. Many pupils are able to function
wholly in a mainstream class within a year.
Inclusion: effective behaviour policies

10 Applying to children with EBD the policies on inclusion in Chapter 4 will
present mainstream schools with sharp challenges. But the factors which
enable some schools to respond successfully to these challenges are
becoming clear. Schools need to offer a setting where all children are
valued and encouraged to behave well, where there are clear guidelines
for behaviour, teaching is positive, and where damaged self-esteem can
be rebuilt. Many are working towards whole school strategies designed to
sustain this approach, encompassing pastoral systems, specific policies
to promote achievement by boys, and explicit agreement about the role of
support services. Such approaches need the support of all staff, and a
strong lead from the school’s management. The proposals in Excellence in
schools to encourage the careful introduction of “assertive discipline”, and
for home-school contracts, will have a part to play in helping many
schools to establish a basic approach. We shall consider how to
promote good practice in providing for EBD in mainstream schools,
drawing on a project being carried out by the University of
Birmingham with DfEE funding.
11 This will be a developing process. The handling of exclusions will be

central to it. The QCA is carrying out a project exploring curriculum factors
leading to the exclusion of children with EBD. Too often, an excluded child
(especially one labelled as having EBD) enters a cycle from which they
never return to the mainstream. The direction in which we should move is
clear: all schools should be helped to take responsibility for all their pupils.
All should be taking positive action to reduce to a minimum the number of
permanent exclusions. But to do so they need practical support from the
LEA. In some cases, schools and LEAs should consider establishing (or
re-establishing) in-school units which can address children’s problems
without breaking the link with mainstream schooling.
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Case study
Langdon School, Newham
Langdon School, Newham, is an inclusive, mixed,

multi-cultural school with over 1,800 students. It includes
young people with a wide range of special educational
needs including those with moderate or severe learning
difficulties and emotional and behavioural difficulties.
The number of children with SEN at the school has

increased in recent years. Yet fixed term exclusions
have fallen significantly and there have been no permanent
exclusions from the school for over two years. At the
same time pupils’ performance in GCSE examinations
has improved.
These benefits have been achieved through:
• a review of the school’s policies and practices

for behaviour management;
• whole school staff training focusing on teaching

and learning styles, including differentiation of
the curriculum and strategies for behaviour
management in the classroom;
• development of a tightly networked pastoral

system, using approaches such as peer mediation,
mentoring and outreach work;
• partnership with the LEA’s Behavioural Support

Service, working in the school to prevent
exclusions; and
• working with local primary schools well before

children move to Langdon School.
12 From April 1998 LEAs will be required to prepare behaviour support plans
setting out their arrangements for the education of children with behavioural
difficulties, including those with special educational needs. These will
provide a framework for all relevant services, from support for mainstream
schools through to specialist provision. We will be consulting widely this
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autumn on guidance on the preparation of behaviour support plans. This will

emphasise the importance of effective co-ordination between local agencies
and of ensuring that behaviour support plans dovetail with Children's
Services Plans and other relevant activities, such as the work of the
proposed Youth Offender Teams on, for example, Final Warnings. We will
also be consulting on whether greater use can be made of financial
incentives to encourage schools to keep pupils at risk of exclusion and to
admit pupils who have previously been excluded from other schools.
Case study
Effective behaviour policies
Newtown Primary School, Carlisle

Newtown Primary School is situated on an estate with a
shifting population suffering from social deprivation and
problem behaviour. The school has a high proportion of
children on its SEN register. There had been a history of
disruptive behaviour. The headteacher and staff saw the
need for a clear and consistent behaviour policy, and
decided that the key to improving behaviour was to address
the children’s low self-esteem.
Together the staff developed a merit system to celebrate

pupils’ achievements and good behaviour; pupils are
rewarded with certificates, badges and stickers at a weekly
assembly. Working alongside this is a ‘traffic lights’ system
for unacceptable behaviour. Children start each session on
green and move through amber and red if, following
inappropriate behaviour, they fail to respond to teachers’
verbal prompts. A child on red begins to build up time
which has to be repaid at playtime or lunch before the child
can return to green. The school has successfully applied its
behaviour policy – backed up by clear and consistent
explanations about why certain behaviour is inappropriate –
and the number of exclusions has fallen. The school’s
OFSTED inspection report (March 1997) described
Newtown as a school “characterised by good behaviour”.
The school recognises the importance of parental support

in motivating children to learn. Newtown encourages
83
parents to become involved in their children’s education by

welcoming them to breakfast and homework clubs. The
school is also running a trial parent support club which
includes a family literacy programme.
Highfield Junior School, Plymouth

Over the past five years Highfield Junior School has
introduced a new code of discipline to promote positive
behaviour in the school. Initiatives like circle time underline the
school’s belief that pupils should be offered ownership of the
system in which they work and a say in what goes on. During
circle time, the children gather in a circle on the floor and
concentrate their discussion on one specific idea or concept.
They talk one at a time and listen carefully to each other.
Circle time is used regularly in classes in the following ways:
• to build up group rapport and individuals’ self-esteem;
• to identify, as a class, the needs and strengths of

all members;
• to offer solutions, care support and strategies to

the individual or group when a problem such as
bullying arises;
• to solve disputes through group discussion;
• to accelerate a whole school approach to policy

development in matters such as behaviour
management and school rules.
Staff have been pleased with the way in which pupils apply
a circle time approach to their personal problem solving and
decision making; and are convinced that standards of
learning and ability have improved as a result.
Strengthening staff skills

13 Teachers need to be helped to develop their skills in working with children
with EBD, to forestall problems where possible and to keep to a minimum
demands for specialist support. The new standards for newly qualified
84
teachers make it clear that all teachers should be able to deal effectively
with basic classroom management and behavioural issues. Headteachers
and senior staff need training and guidance on how to put in place
behaviour policies. Chapter 6 proposes action to promote SEN issues in
initial, induction and in-service training. Within the framework of behaviour
support plans, LEAs will set out the training available to help staff manage
pupil behaviour more effectively.
14 A survey by the Teacher Training Agency of SEN training has found few
training opportunities for specialist staff working with pupils with EBD.
Enhancing the skills of these staff is central to addressing the needs of
children with severe behavioural difficulties. We will ensure that the
development of such training is a priority for the regional
arrangements described in Chapter 5.
QUESTION: What should the DfEE do to support teachers, in mainstream

and special schools, working with children with emotional and
behavioural difficulties?
Specialist support
15 Most behavioural difficulties should be dealt with in mainstream settings.
An LEA’s behaviour support team may have a large part to play in making
this possible, both by spreading good practice and by providing targeted
support for certain children. Where specific intervention is needed, there
should be clear objectives and a clear plan for disengagement. The aim
should always be for the school to resume full responsibility for the child.
16 As Chapter 4 acknowledges, where children’s difficulties are severe, they

may need – at least for a time – to be educated outside mainstream
schools, in some cases in residential provision, both in their own interests
and in the interests of other children. With reductions in the number of
residential special schools and increased numbers of small LEAs, children
with a wide range of behaviours are being educated together in all-
purpose EBD schools. Providing for this wide range of needs has often
proved difficult within a small school. The regional planning mechanisms
suggested in Chapter 5 should make it possible to improve the match
between provision and needs. Furthermore, the aim should be for children
to return to a mainstream setting as soon as they are ready to do so. This
will not be possible for all, but experience from other countries, including
the United States, suggests that it could happen much more frequently
85
than at present. EBD special schools would then, like other special
schools, begin to develop a broader role in providing support to
mainstream schools.
Disseminating best practice

17 One of the responsibilities which we have accepted in Chapter 7 is for the
identification and dissemination of good practice. EBD special schools
face quite exceptional challenges. Some meet these challenges superbly.
But OFSTED has found that an unacceptably high proportion of these
schools fail to provide an adequate standard of teaching and learning.
There is a growing body of inspection and research-based evidence which
the DfEE will use to run workshops, with the support of OFSTED, on
effective practice in EBD special schools. We shall build on these
workshops to develop a programme offering consultancy support to
EBD special schools. We shall invite some of the heads of EBD schools
which have been found by OFSTED to be making outstanding provision
for their pupils to take part in such a programme. Next year HMI will
publish a report highlighting effective practice in EBD schools.
Encouraging fresh approaches in the secondary years

18 Similarly, we want to work with others to find ways of tackling the under-
achievement of many youngsters with EBD as they approach the end of
compulsory schooling. One approach might be to encourage wider use
of pupil referral units (PRUs) with expertise in aspects of EBD to work in
partnership with schools where such pupils are at risk of exclusion or, where
they have been permanently excluded, to secure their reintegration into
mainstream schooling. Our purpose would not be to constitute special
schools by another name. But a targeted service of this kind might help
reduce the number of pupils at risk of failure on account of poor behaviour.
Closer links with mainstream schools would also help more PRUs to ensure
reasonable curriculum coverage and to give priority to the aim of reintegration.
19 There is also a view that many children with EBD, including some of those
in special schools, would be better provided for at lower cost through
tailored programmes combining skills training, work experience and
pastoral care. It is clearly sensible to consider very carefully what is known
about the comparative outcomes of such programmes. The QCA is
studying how to make the National Curriculum more accessible to children
and young people with EBD. In particular it is looking at the most
86
appropriate ways of enabling schools to increase their focus on work-

related education at Key Stage 4. Such a variation in curriculum and
setting might improve the motivation of some young people who are
disaffected with the school system and traditional curriculum and at risk of
failure. Organisations such as Cities in Schools and employment related
activities set up by Education Business Partnerships have shown the
possibilities for renewing motivation at Key Stage 4.
Case study
Cities in Schools
Cities in Schools operates in several LEAs across England

and Wales. It works principally with young people who are
out of school (including special schools) because of
permanent exclusion or long-term non-attendance. The
majority have been in contact with outside agencies such
as social services and the police, and a significant
proportion have statements of SEN.
An important element of Cities in Schools’ work is its Bridge

Courses aimed primarily at Key Stage 4 pupils who are out
of school and appear unlikely to progress to youth training,
further education or employment. The courses are full-time
and the weekly programme involves:
• two days at FE college focusing on basic literacy,

numeracy and computer skills;
• two days work experience;
• one day working with the group tutor involving

personal tutorials, group work and leisure activities.
Positive outcomes of the programme have included:
• improved attendance and attitudes towards

learning;
• accreditation of literacy, numeracy and other skills;
• a high proportion of pupils moving on to further

education and training.
87
QUESTION: What are the most effective ways of improving provision for
children with emotional and behavioural difficulties?
SUMMARY
By 2002 ...
• A national programme will be in place to help primary schools tackle
emotional and behavioural difficulties at a very early stage.
• There will be enhanced opportunities for all staff to improve their skills in
teaching children with emotional and behavioural difficulties.
• There will be a national programme to offer support to EBD special

schools experiencing problems.
• There will be expanded support for schemes designed to renew the

motivation of young people with emotional and behavioural difficulties at
Key Stage 4.
88
Appendix 1
Appendix 1
Members of the National Advisory Group on SEN
Chair: Estelle Morris MP
Vice-chair: Paul Ennals Director of Education and Employment at the Royal

National Institute for the Blind and Chair of the
Council for Disabled Children
Gordon Bull Principal, Newbury College and member of FEFC’s

Inclusive Learning Steering Group
Clive Danks Adviser, Special Educational Needs,

Birmingham LEA
Gillian Dawson SEN co-ordinator, Sandford Primary School, Leeds
Michael De Val Director of Education, Torfaen County Borough

Council
Prof. Alan Dyson Special Needs Research Centre, University of

Newcastle upon Tyne
Tim Exell Headteacher, Wendover House Special School,

Buckinghamshire
Chrissie Garrett SEN co-ordinator, Banbury Secondary School,

Oxfordshire and member of the Standards Task
Force
89
Appendix 1
Moira Gibb Director of Social Services, Kensington and Chelsea
Paul Lincoln Director of Education, Essex LEA
Pauline Maddison Chief Education Services Officer, Bexley London

Borough
Vincent McDonnell Principal Education Officer, Staffordshire LEA and

Chair of SEN Committee of Society of Education
Officers
Kate McRae Headteacher, Alvaston Junior Community School,

Derby
Richard Rieser Teacher, Hackney LEA, member of SEN Training

Consortium’s working group on teacher training for
SEN and Treasurer of the National Association for
SEN (Greater London Branch)
Philippa Russell OBE Director, Council for Disabled Children
Dela Smith Headteacher, Beaumont Hill Special School,

Darlington
Sandra Tomlinson Vice-chair, National Governors’ Council
Vanessa Wiseman Headteacher, Langdon School, Newham
90
Appendix 2
Appendix 2
Funding and the SEN framework
1 One of the reasons why many parents and schools seek statutory
assessments and statements is that this sometimes seems to be the only
route to funding to meet children’s needs. Under some approaches to
delegation of school budgets, similar financial arguments can apply to the
placing of pupils on particular stages of the Code of Practice.
2 Excellence in schools announced a new framework for Local Management

of Schools (LMS). A technical consultation paper, Framework for the
Organisation of Schools, issued in August, set out the main elements that
might be included in legislation on this. We shall be consulting later this
year on the detail of this new framework, including the allocation and
delegation of funds to schools.
3 Many LEAs already delegate to schools the funding for all or most SEN
provision at stages 1-3. In general we encourage such delegation. It
means that the funding framework reflects schools’ responsibilities under
the Code. And it allows schools to take their own decisions about
purchasing additional support, whether from their own LEA’s SEN services,
or from other agencies, including other LEAs or the private sector. In future
the sources of such support should also include special schools. But we
recognise arguments for retention by LEAs of some funding to support
pupils at stages 1-3. Retention can ensure the maintenance of high quality
LEA services, particularly for low incidence needs with which schools may
be unfamiliar. LEAs may be best placed to promote and support increasing
inclusion of pupils with SEN without the need for them always to have
statements, and will have an important role in monitoring the use of
delegated funding for stages 1-3. We shall welcome views on how to
achieve the right balance between delegating funds to schools for
functions which they can best carry out, while allowing LEAs to retain
funds for functions for which they are best placed, taking account also of
the regional arrangements discussed in Chapter 5.
QUESTION: What needs to be done for the new LMS arrangements to

support effectively the responsibilities of both schools and LEAs for SEN
provision at stages 1-3 of the Code?
91
Appendix 2
4 Under the new framework, we expect to mirror LEAs’ duties by proposing

that funding for statutory assessments, administration and review of
statements should be amongst items which LEAs can retain centrally. So
would funding for provision specified in statements, but we shall consider
the arguments for promoting delegation of some of this funding, both
in order to support the approaches to inclusion in Chapter 4, and for
the reasons discussed below.
5 We will expect LEAs to review their LMS arrangements:
• to clarify the amount of funding delegated to schools for SEN, and
• to eliminate features which may be acting against children’s

educational interests by providing purely financial incentives
for statements.
6 Although funding delegated to schools is not earmarked for particular

purposes, LEAs should identify explicitly for schools all the elements of
delegated budgets which are related to SEN. These will usually be:
• an element for SEN within general per pupil funding, and
• additional funds delegated, whether through formula factors or on the

basis of audit, specifically for special or additional educational needs.
LEAs should make clear to schools the levels and types of need which
they are expected to meet from their delegated budgets and what the LEA
will meet from centrally retained funds. For pupils with statements, each
statement should say which elements of the specified provision are to be
met from the school’s delegated budget, and which “extra” elements the
LEA will separately fund.
7 To limit the purely financial incentives for statements, LEAs should

consider the formula they use to distribute funding for SEN. The possibility
of such incentives is reduced where objective proxy measures such as free
school meals are used as a starting point. It may be possible to develop
other such indicators, drawing for example on the results of baseline
assessment. LEAs will continue to be free to base funding on the reported
incidence of SEN. But where they choose this approach, they need to
ensure that it does not influence assessments of children’s needs.
8 LEAs should avoid large steps in funding, whether between stage 3 and
statements, or between Code of Practice stages or local equivalents.
92
Appendix 2
Funding arrangements should as far as possible reflect the continuum of

special needs, and should not result in substantial differences in funding
level where there are relatively small differences in need. Partial delegation
by formula of the funding for statements might assist in establishing this
continuum, although funding arrangements would need to recognise that
the number of children with statements in a school, and the cost of their
statements, will vary from year to year.
93
Appendix 3
Appendix 3
Arrangements for consultation
Key questions
This Green Paper initiates a wide-ranging review of education for children with
special educational needs. Following consultation, we intend to draw up an
action plan for the remainder of this Parliament, with measures which will lead
to improved provision for children with SEN. The key questions on which we
would welcome comments are as follows:
Policies for excellence
1
• How can we identify children’s special educational needs earlier,
and ensure that appropriate intervention addresses those needs?
• What should the DfEE do to encourage and disseminate good

practice in target setting for pupils with special educational needs,
in both mainstream and special schools?
• How can we identify and disseminate good practice in delivering

the curriculum to children with special educational needs?
• Do the existing arrangements for assessment within the National

Curriculum, and for public examinations, give appropriate
recognition of the achievements of children with special
educational needs? If not, how might they be improved?
• What should the DfEE do to promote Information and

Communications Technology as a means of supporting children
with special educational needs?
Working with parents
2
• How can we make sure that parents receive the support they need
at all stages of their child’s education?
• How can we encourage dialogue between parents, schools and

LEAs, and resolve disputes about SEN as early as possible?
• Are changes needed to improve the effectiveness of the SEN

Tribunal?
94
Appendix 3
Practical support: the framework for SEN provision
3
• Will it be helpful to review the Code of Practice, with a view to a
revised version in 1999? If so, which aspects of the Code need
particular attention? How can we reduce the paperwork associated
with Code?
• How can LEAs help schools improve the quality of provision at

stages 1-3 of the Code of Practice?
• How can we strengthen the assurance to parents that schools will

offer effective and consistent support at stages 1-3 of the Code of
Practice? Should we introduce contracts between schools and
parents specifying the agreed extra provision the child will receive
at stage 3?
• How might we secure greater national consistency in making
statements, or in placing children at the other stages of the Code of
Practice?
• What changes should be made to the contents of, or monitoring

and review arrangements for, statements of SEN?
Increasing inclusion
4
• What priority measures should we take to include more pupils with
special educational needs within mainstream schools?
• What should the proposed Code of Practice on admissions say

about the admission of pupils with SEN?
• How can we help special schools develop their role, working more
closely with mainstream schools to meet the needs of all pupils
with SEN?
Planning SEN provision
5
• What should be the core functions of regional planning
arrangements for SEN, and how should such arrangements be
set up?
• What changes are needed to the existing arrangements for the

placement of children with SEN in independent schools?
95
Appendix 3
Developing Skills
6
• How can we promote partnerships in in-service teacher training to
raise the level of teachers’ expertise in meeting special educational
needs?
• Should the Teacher Training Agency’s work on national standards be

taken forward as the basis for a qualification for SEN co-ordinators?
• Should there be national standards and/or a qualification for other

SEN specialists?
• What action should we take to improve the training and career

structure of learning support assistants?
• What kinds of training would help governors to carry out effectively

their responsibilities for pupils with SEN?
• What changes are needed in the role and training of educational

psychologists?
Working together
7
• What arrangements would help the speedy dissemination of useful
information about good practice in SEN?
• What are the barriers to improved collaboration between LEAs,

social services departments and health authorities? How can these
be overcome?
• How should funding for speech and language therapy and

analogous services be provided in future?
• How can we help more young people with SEN make a successful
transition to further or higher education, training and employment?
Principles into practice: emotional and behavioural difficulties
8
• What should the DfEE do to support teachers, in mainstream and
special schools, working with children with emotional and
behavioural difficulties?
• What are the most effective ways of improving provision for

children with emotional and behavioural difficulties?
96
Appendix 3
Appendix 2 – Funding and the SEN framework
• What needs to be done for the new LMS arrangements to support

effectively the responsibilities of both schools and LEAs for SEN
provision at stages 1-3 of the Code?
Copies of the Green Paper

Copies of this Green Paper are being sent to all LEAs, headteachers, chairs of
governing bodies, SEN co-ordinators and national bodies involved in the
education of children with SEN.
The Green Paper is available in Braille and on audio-cassette.
A separate Green Paper will be published in Wales.
Summary version
A summary version of the Green Paper is also being sent to schools in England.
Further copies of the summary version are available free of charge from:
DfEE Publications
PO Box 5050
Sudbury
SUFFOLK
CO10 6ZQ
Tel: 0845 60 222 60

Fax: 0845 60 333 60
Email: [email protected]
The summary is available in Braille and on audio-cassette.
How to respond to consultation

We will be undertaking a wide-ranging consultation on the Green Paper,
including regional conferences, meetings with national bodies and local meetings
and discussions with parents and representatives of schools and LEAs.
We welcome comments on all the areas covered by the Green Paper, and in
particular on the specific questions listed above, by Friday 9 January 1998.
Under the Code of Practice on Open Government, any responses will be made
available to the public on request unless respondents indicate that they wish
their response to remain confidential.
97
Appendix 3
Written comments should be sent to:

Alison Britton
DfEE
Special Educational Needs Division
Area 2T
Sanctuary Buildings
Great Smith Street
LONDON SW1P 3BT
Tel: 0171 925 5971

Fax: 0171 925 6986
Internet
The Green Paper and its summary version are available on the Internet. The
address is http://www.open.gov.uk/dfee/dfeehome.htm. Comments can be
emailed to [email protected].
If you would like to discuss any of the issues raised in the Green Paper with
other interested parties, via the Internet, you may wish to consider joining the
National Council for Educational Technology’s (NCET) SENCO forum. Over 500
participants currently swap ideas and share their expertise in SEN through this
Mailbase service. Details of how to join, free of charge, are available on the
NCET’s site at http://www.ncet.org.uk/senco/.
98
Abbreviations
Abbreviations
DfEE Department for Education and Employment

EBD Emotional and Behavioural Difficulties
EDP Education Development Plan
EP Educational Psychologist
FE Further Education
FEFC Further Education Funding Council
GCSE General Certificate of Secondary Education
GEST Grants for Education Support and Training
GNVQ General National Vocational Qualification
GO Government Office
HMI Her Majesty’s Inspector
IEP Individual Education Plan
ICT Information and Communications Technology
IT Information Technology
ITT Initial Teacher Training
LSA Learning Support Assistant
LEA Local Education Authority
LMS Local Management of Schools
NCET National Council for Educational Technology
NHS National Health Service
NRA National Record of Achievement
NVQ National Vocational Qualification
NQT Newly Qualified Teacher
OFSTED Office for Standards in Education
OHMCI Office of Her Majesty’s Chief Inspector
PRU Pupil Referral Unit
QCA Qualifications and Curriculum Authority
SEN Special Educational Needs
SENCO Special Educational Needs Co-ordinator
TTA Teacher Training Agency
99

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What are the main policies and strategies discussed for improving provision for students with special educational needs?

What are the main policies and strategies discussed for improving provision for students with special educational needs?

What are some of the ways discussed for increasing inclusion of students with special educational needs in mainstream schools?

What are some of the ways discussed for increasing inclusion of students with special educational needs in mainstream schools?

Excellence for all children

Meeting Special Educational Needs

Foreword by the Secretary of State 4

1 Policies for excellence 11

2 Working with parents 24

3 Practical support: the framework for SEN provision 31

8 Principles into practice: emotional and

Appendix 1 Members of the National Advisory Group on SEN 89

Our approach to improving the achievement of children with special

• while recognising the paramount importance of meeting the needs of

We have set up a National Advisory Group on SEN, chaired by the Minister

This consultation process will include conferences, meetings and discussions

A programme for early action…

• We shall be working with a group of LEAs and schools with relevant

• We shall be working with schools in a small number of LEAs, to find ways

• We shall be funding research to assess the relative costs, benefits and

• We shall announce a significant expansion in the Schools Access Initiative, to

• We shall be supporting projects in two regional Government Offices, to

• We shall be working with a group of LEAs, schools and voluntary bodies

• We shall be supporting a project to help special schools develop

• All Government policies for schools will include an explicit assessment of

• There will be stronger and more consistent arrangements in place

• Schools and parents will have higher expectations of the standards

• Target setting, in both mainstream and special schools, will take

• There will be more effective and widespread use of Information and

• Parent partnership schemes will be in place in every LEA in

• Improved arrangements for encouraging dialogue between parents,

• There will be renewed emphasis on provision under the school-based

• The result of these improvements will be that the proportion of

• The great majority of SEN assessments will be completed within

• National and local programmes will be in place to support increased

• Special and mainstream schools will be working together alongside

• There will be clear guidance to support the effective development of

• New arrangements will be in place to safeguard the interests of

• There will be a national framework for training learning support

• There will be national guidance on training governors to carry out

• There will be national agreement on ways of reducing the time

• There will be improved co-operation and co-ordination between

• Speech and language therapy will be provided more effectively for

• The Department will be collecting information about the

• There will be a national programme to offer support to EBD special

• There will be expanded support for schemes designed to renew the

What are special educational needs?

• a learning difficulty (i.e. a significantly greater difficulty in learning than

• special educational provision (i.e. provision additional to, or different

4 Success in our policies set out in Excellence in schools, particularly those

Early identification and early intervention

demoralisation to disruptive behaviour and truancy. But early diagnosis

7 To widen the options available, we want to encourage innovative

STAR (St. Helens Advice and Resource) Children’s Centre

The Centre’s steering group is made up of parents,

Parental involvement is an essential element of STAR’s

• a ‘Starlight’ parent and toddler group

• STARBEAM (Behaviour Education and Management)

• STARDUST – a group for children with Down’s