As the third term of this extraordinary year gathers pace, and in the hope that some of you will still have the time and energy to read a few words over and above everything that you have to assimilate on a daily basis, here are some pieces of information that may not have come your way, starting with some information about the Department for Education’s (DfE’s) long-awaited SEND review.
DfE SEND review
While it still isn’t possible to be absolutely definitive about what will happen and when it might occur, it would appear that the work is gathering pace. One possible advantage of the delay is that the government has said it will include reflections on the impact of covid-19, which it recognises has brought a further layer of complexity to the system, and it wants to ensure that any reforms will work in the post-pandemic era. Having missed several deadlines, there is now a degree of confidence that the findings of the review should emerge by the end of June and that these will be released alongside a green paper. Although the consultation that follows may include the summer break, hopefully there will be time either side of August to attract a substantial response and NAHT will not be slow in coming forward. After this, there may be legislation, and/or changes to the 2015 SEND Code of Practice.
Funding
Last month, the DfE announced an additional £280 million for local authorities to create extra places or to improve existing provision so that it is appropriate for a wider range of needs.
Children and families minister Vicky Ford said: "The funding adds to the government’s programme of work to level-up outcomes, including the ongoing SEND review, which is looking at ways to make sure the system is consistent, high-quality and integrated across education, health and care."
APPG for SEND
As some of you will be aware, the All-Party Parliamentary Group (APPG) for SEND – for which NAHT provides the secretariat – has got off to a flying start. At its first AGM on 24 March, the report of its inquiry ‘Forgotten. Left Behind. Overlooked. The experiences of young people with SEND and their educational experiences during the Covid-19 pandemic in 2020’ was launched – you can see this and more from the group using the above link.
Last month, a House of Commons briefing paper referred to the report, which pointed out that the pandemic had "amplified the problems and issues that were already present in the SEND system".
The briefing went on to draw out some further threads, including:
- how the manner and speed of the lockdown and closure of schools had a negative impact on pupils with SEND and their families
- how the costs of covid had exacerbated existing funding issues
- how the government guidance for special schools and alternative provision (AP) was frequently published later than for mainstream schools
- how the Coronavirus Act and the reduction in requirements to make ‘reasonable endeavours’ had a negative impact on the support available for young people and their families.
It mentioned that the report has made several recommendations, including that a parliamentary review should be held on the impact of covid on young people with SEND, and that additional funding should be made available to support young people with SEND during the covid-19 recovery.
For anyone not yet on the mailing list for the APPG for SEND and who would like to be kept informed, see appg for SEND mailing list.
As the focus of this inquiry was very much on transitions, it was interesting to discover that the recently established Mental Health in Education Action Group also has a focus on transitions.
Mental health
The Mental Health in Education Action Group was established in March this year. At its first meeting, it addressed the impact of the pandemic on the mental health and well-being of young people and education staff across England. The group includes health and education experts, as well as charities. Ministers chairing the group stated mental health and well-being were at the centre of the government’s recovery plans and the need to boost support for children moving between schools and year groups.
Catherine Roche, CEO of Place2Be, said: "It’s therefore really positive to see the worlds of education and health come together at this crucial time. Schools are fantastic in providing easily accessible, destigmatised support for children and families, but teaching staff cannot do this alone."
Dr Alex George, who was appointed in February as the Youth Mental Health Ambassador, added: "Young people in this country have shown incredible resilience during the pandemic, but we need to recognise that many have struggled with their mental health. Schools can play a vital role in a young person’s development and well-being, and the extra investment for Mental Health Support Teams (MHSTs) will make a huge difference."
For those who haven’t been involved in the rollout of the trailblazer areas, it may be helpful to have a reminder that MHSTs were established as a result of the green paper (December 2017) Transforming Children and Young People’s Mental Health Provision. These are made up of groups of education mental health practitioners (EMHPs), who form the link between schools and colleges and the health service. By last March, 59 had been set up, and although the pace has been even slower due to the onset of the pandemic, 400 should be in place by April 2023.
Training for senior mental health leads
Also in the green paper, the government said it would support all state schools and colleges to identify and train a senior lead for mental health (SMHL) by 2025. Again, there have been very significant delays in getting this training off the ground. However, the DfE has said recently that it plans to have the training in place from this autumn and the money may be handed to schools to choose an appropriate course. The department still plans to meet its target of the training being completed by 2025. In the meantime, some of you will have made use of the Mental Health First Aid (MHFA) Training and other relevant courses to upskill staff in general.
Behaviour hubs programme
The DfE’s latest plans for improving behaviour are beginning to take shape. The team of behaviour advisors, led by Tom Bennett, were appointed some time ago. More recently, the first 22 lead schools have been announced. Hubs will be made up of one lead school or multi-academy trust (MAT) and a set of partner schools or partner MATs. Eligible partner schools must have been rated by Ofsted as requiring improvement. Eligible MATs should have at least one school within their trust described as requiring improvement. Applications to be a lead school in the 2021/22 academic year have now closed. When the next application window is open, further details will be available at www.gov.uk/guidance/behaviour-hubs.
A recent DfE blog said behaviour hubs will "help curb bad behaviour in schools, point teachers in the right direction, and reduce suspensions and expulsions". In a recent speech, Gavin Williamson stressed the importance of a disciplined, safe and orderly environment, adding: "Evidence-based, traditional teacher-led lessons with children seated facing the expert at the front of the class are powerful tools for enabling a structured learning environment where everyone flourishes… if they choose not to behave, then they need to be held to account where appropriate for their actions."
Hopefully, the training for SMHLs will take a more nuanced approach and explain that there may sometimes be a need to look behind, beneath and beyond the behaviour to what might be its cause. And, in any case, there is plenty of evidence that not every pupil will respond to a carrot-and-stick approach.
Recent appointments
Education recovery commissioner
In February this year, the government appointed Sir Kevan Collins as its education recovery commissioner to "oversee a comprehensive programme of catch-up aimed at young people who have lost out on learning due to the pandemic". After a spell of teaching in east London, Kevin became the national director of the Primary National Strategy, which some of you may remember. His other roles include chief executive of Tower Hamlets and, most recently, chief executive of the Education Endowment Foundation (EEF). Kevan, and Paul Whiteman’s predecessor at NAHT, Russell Hobby (now CEO of Teach First), have warned about catch-up not being treated as some kind of quick fix but needing to be incorporated into a five-year plan. Speaking at a Chartered College of Teaching event last month, it was refreshing to hear Kevan talk about the erosion of playtime and children starting Year 1 without having had enough time to learn through play.
Children’s commissioner
Although Dame Rachel de Souza only took over from Anne Longfield last month as children’s commissioner, she has already announced plans for a children’s commission called The Big Ask, and a consultation, in the form of an online survey, has already been widely distributed. The commission wants to make sure it reaches children outside mainstream settings, so the survey has also been sent to youth custody organisations, child and adolescent mental health support inpatient units and children’s homes. In addition, focus groups are being arranged for children with SEND to ensure their experiences are captured. The aim is to build up an extensive picture of how happy children are with their lives and what they think stops them achieving their aspirations. Following an interim report, a final report will propose solutions and how this generation of children can be helped to succeed.
Other announcements
Nasen
In September last year, nasen announced a change to its membership offer, so that it would be free for all individuals across the UK. If you are already a member, you should have received notification about activating your account. If you haven’t had an email about this, you can email welcome@nasen.org.uk. Nasen also hosts the Whole School SEND Consortium and will transfer all Community of Practice members over to this new offer. If you’re not an existing member but would like to join, you can do so by emailing membership@nasen.org.uk.
The Laurel Trust
This is a well-established grant-giving charity that works with collaborations of primary and special schools and early years settings, to improve teaching, learning and well-being, in order to reduce disadvantage and widen opportunities. The Trustees invite funding applications from groups or networks of schools, or from special and early years settings in areas of deprivation, for funding linked to school improvement. If you are part of a collaboration seeking funding for research and innovation, further information and how to apply for a grant is available at laureltrust.org.uk.
National SEND Awards 2021
The seventh annual National SEND Awards celebrate inclusive practice in schools, colleges, educational settings and employment across the UK, including additional learning needs in Wales. Schools, colleges, training providers and employers are invited to apply for one or more of the following categories:
- Most Inclusive Practice across a School
- Partnership with Parents
- Most Innovative Special Needs Intervention
- Best use of External Special Needs Professional
- Excellence in Special Schools and Alternative Provision
- Inclusion in Early Years
- Inclusion in Further and Higher Education (up to 24 years)
- Support into Employment (up to 24 years)
- Outstanding Individual Contribution to SEND.
To enter you must evidence how you go ‘above and beyond’ what would be expected. Please hurry to enter and recognise exceptional practice, as entries close on 17 May, and so many of you have done such amazing things this year. A brochure and entry form are available from www.sendawards.com.
LTA Youth Schools Programme
Developed by teachers for teachers, and suitable for all schools with primary-aged pupils, including special schools, the Lawn Tennis Association (LTA) is offering free PE lesson plans to cover reception to Year 6. A new free online training course for primary teachers, trainee teachers and teaching assistants demonstrates how tennis can be delivered to a whole class of children in a small space and how it can be adapted and differentiated for all learners. Teachers accessing the course will receive a free activity pack and a £250 voucher (limited to one per school) to spend on 10 hours’ club link support from a local LTA accredited coach or on tennis equipment. Although this is for all schools with primary-aged children, a similar offer for secondary schools will become available in the autumn – see lta-tennis.force.com/schools/s.
Conferences
NAHT’s SEND Conference 2021
The date has been decided and the conference will be held on Wednesday 20 October 2021. The venue will be confirmed later, but it will be held in London, online, or a mixture of the two. So book the date now, tell all your friends and colleagues, and rest assured that you will not be disappointed. Eminent keynote speakers and an array of workshops have already been lined up. Further details and booking arrangements will follow – and see the conference page here for more information as and when it becomes available.
ISEC 2021
In my previous summary, I mentioned the Inclusive and Supportive Educational Conference (ISEC) – an international conference that takes place every five years and should have happened last year, but, like the Olympics, had to be postponed. To avoid any further difficulties, the organisers – nasen working with UCL’s Centre for Inclusive Education (CIE) – have decided that it will be held virtually from 3-5 August. This means that even if you manage to go abroad or are visiting other areas of the UK, you can still access an amazing range of international speakers and other events. The theme is ‘closing the research to practice gap’. The final call for papers has just closed, so more details will be appearing all the time. Having been fortunate enough to see some of the papers that have been submitted, I know it will be a question of being spoilt for choice. However, with the wonders of technology, this may not be so much of a problem! You can sign up now at www.ucl.ac.uk/inclusive-supportive-education-conference.