'Achievement for All' achieves great results

A Government-funded pilot of a new scheme to improve outcomes for children with special educational needs and disabilities (SEND) has produced excellent results, according to an independent evaluation carried out by the University of Manchester. Because of this, the Government now aims to fund its implementation in schools across the country.

The Achievement for All scheme has been running in 450 schools for the last two years, and has resulted in children with SEND make greater progress in attainment, behaviour and attendance than other SEND children outside of the pilot. The report also finds that the scheme successfully narrowed the attainment gap between SEND and non-SEND children, with some children in the pilot even exceeding the progress of children without SEND.

Key findings of the report include:

• 37% of children achieved or exceeded expected levels of progress for all pupils nationally in English. The figure was 42% in Maths.
• There was an average reduction in persistent absence of 10%
• Teachers reported fewer incidents of bullying and behavioural problems
• A big rise in schools reporting excellent relationships with parents – from 12% to 48%

The report found that the most successful schools shared several key factors. Good results were built on strong leadership from the head teacher, regular conversations with parents about educational outcomes and targets, and the sharing of results between schools. The report also found that children with free school meals, English as a second language, or complex needs made progress that was good but slower than their peers. It recommends focusing resources on additional support for these groups.

The Government is now providing £14 million for the programme to be rolled out across the country, and estimates that 1,000 schools will have signed up for the programme by next April. Children’s Minister Sarah Teather said:

"It's fantastic to see that Achievement for All has had such impressive results. This shows just what can be achieved for children with SEND with strong school leadership, innovative thinking and close working with families.”

The programme is being delivered by a new charity, Achievement for All 3 As, supported by PwC. Brian Lamb, who headed the enquiry into SEN and now chairs the new charity, commented:

"The evaluation totally endorses Achievement for All's approach. For the first time we now have a proven intervention that can improve outcomes and change the lives of children and families. By adopting this approach schools can ensure that children with SEN have the chance to reach their full potential."

If you’re interested in finding out more about these brilliant results, you can visit Achievement for All’s website at www.afa3as.org.uk. The full report into the scheme’s progress is also available here.

Campaigning successes on exclusions

The National Autistic Society (NAS), along with other members of the Special Educational Consortium (SEC), has been campaigning on the proposed reforms set out in the Education Bill.

We had particular concerns about proposals in the Bill in relation to exclusions. The Bill proposes replacing Independent Appeals Panels (IAPs) who currently review decisions on exclusions with new Review Panels.

Unlike IAPs, the Review Panels will not have the power to reinstate students who have been excluded if they feel that they were wrongfully so. We were also concerned about the knowledge and understanding of autism and other Special Educational Needs (SEN) among members of the Review Panels.

These reforms apply to England only.

Following campaigning from the NAS and the SEC, the Government has made the following commitments on exclusion:

• The SEN Tribunal will hear disability discrimination cases where a child has been permanently excluded and re-instatement will be a possible remedy in these cases;
• Revised statutory guidance on exclusions will explicitly state the need for Governors to take special educational needs into account when reviewing the decision to exclude;
• Parents will be able to request that an SEN expert attend the review panel; and
• Using risk of exclusion as a trigger for a multi-agency assessment of need will be included in guidance

The NAS has continuing concerns on the specifics of these commitments. For instance, who will be the SEN expert that sits on a Review Panel? We also remain concerned about who the statutory guidance will apply to and how it will be monitored and enforced.

Let us know what you think of the changes in the box below.

MPs highlight impact of Education Bill on children with autism

Yesterday, the Education Bill was debated for the first time in Parliament. The Bill will implement some sections of the education white paper, published in December.

We briefed MPs on the Bill, before it was debated and as a result, the impact of the Bill on children with autism was raised a number of times during the debate.

Exclusions

In particular, we had expressed concerns about the replacement of Independent Appeal Panels for exclusions with Review Panels, which would not have the power to reinstate children who had been permanently excluded.

A number of MPs highlighted the disproportionate number of children with autism who have been excluded. Conservative MP Richard Fuller said that the high number of exclusions of children with autism needed more attention.

Shadow Education Secretary Andy Burnham said, “Parents of children with disabilities and special needs already face a battle to get them a good education. With changes to admissions and exclusions, which will see schools become judge and jury, the Bill stacks the odds against those children even further”.

Education Minister Nick Gibb responded that parents would still have the right of appeal on exclusions.

Joined-up working

The NAS are also particularly concerned that the Bill removes the duty on schools to co-operate with other local agencies.

We also oppose the Government’s earlier decision to remove the duty on local authorities to develop a Children and Young People’s Plan.

Liberal Democrat MP Annette Brooke stressed the importance of these plans and of joined up working between education, health and social care, particularly for those with complex needs, such as autism.

We look forward to the imminent publication of the Special Educational Needs (SEN) Green Paper to determine further how the Government intends its educational reforms to impact on children with SEN.

Education Select Committee publishes report on Behaviour

The National Autistic Society has welcomed the report from the Education Select Committee on behaviour and discipline in schools.

Director of Education at the NAS Jane Vaughan gave evidence to the Committee to feed into the report. We also submitted written evidence to the Committee.

The NAS is particularly pleased that a number of key points that Jane made in her oral evidence were reflected in the report and its recommendations, including:

Ø       The importance of ensuring that all school staff have training in autism. The report recommends that all schools should ensure that their staff can identify special educational needs (SEN) and that teachers should receive SEN training as part of their initial teacher training.

The NAS believes that this is fundamental to improving provision for children with autism. We also believe that all schools should be able to receive support from autism specialist teachers who should be employed to work across clusters of schools.

Ø       The importance of ensuring that behaviour related to autism is not mistaken for bad behaviour. The report recommends that exclusion is used as a trigger for assessing the needs of a child.

This is something we have been calling for, for some years and we would urge the Government to adopt this policy.

Ø       The importance of focusing on engaging with a child’s learning and the support they need to learn rather than the behaviour itself. The report recommends that schools ensure that they are providing appropriate support to a child so that they can get the most out of their education.

We also welcome the following conclusions and recommendations from the report:

• Guidance on restraint needs to include advice on SEN and the current requirement to inform parents when their child has been restrained at school is important. 

• Independent Appeals Panels for exclusions should be retained

• The Government’s plans to introduce a phonics reading test at age 6 to identify learning problems should be expanded to look also at language comprehension

• The Inclusion Development Programme (IDP), which was a Government funded project which included the development of resources on autism for teachers, should be refreshed and disseminated

• Local authorities should retain responsibility for some local specialist services that provide support to schools around special educational needs. This may include educational psychology or autism outreach teams.

The National Autistic Society will be putting pressure on the Government to accept this findings and recommendations in the lead up to the publication of the Green Paper on SEN, expected later this month.

Click here to read the report

New Education Bill

The new Education Bill is expected to be published on 20th January.

The Government has said that the Bill will:

• provide schools with the freedoms to deliver an excellent education in the way they see fit.
• reform Ofsted and other accountability frameworks to ensure that head teachers are held properly accountable for the core educational goals of attainment and closing the gap between rich and poor.
• introduce a slimmer curriculum giving more space for teachers to decide how to teach.
• introduce a reading test for 6 year olds to make sure that young children are learning and to identify problems early.
• give teachers and head teachers the powers to improve behaviour and tackle bullying.
• expect standards across the education sector to rise through the creation of more Academies and giving more freedom to head teachers and teachers. We will also ensure that money follows pupils, and introduce a ‘pupil premium’ so that more money follows the poorest pupils.

The National Autistic Society will be particularly looking at any sections of the Bill on behaviour and will be arguing that any changes to legislation or policy on behaviour needs to take into account the specific needs of children with autism.

We also believe that the reading test at age 6 needs to be reconsidered and a different test introduced so that special educational needs including autism can be identified at an earlier stage.

We will report on more details of the Bill when it is published.

Let us know in the box below what you think of the expected reforms.

The Importance of Teaching – Education White Paper

As reported earlier on this site, the Government has published its plans for reform of the education system in a “White Paper” called The Importance of Teaching.

More details on reform to the system for children with Special Educational Needs (SEN) will be available in the SEN Green Paper expected later this year or early next year.

However, the following proposals in the White Paper also have implications for children with autism:

·        Reforms to teacher training

·        Proposals on discipline, behaviour and bullying

·        Changes to exclusion policies and Independent Appeal Panels

·        Admissions and the role of local authorities

·        Special school academies

Teacher training

As the name of the White Paper suggests, the Government places high importance on getting teacher training right. The White Paper highlights the importance of ensuring teachers know how to support children with SEN and says that more details will be in the forthcoming Green Paper.

The National Autistic Society is campaigning for every teacher to have training in autism. We also believe that teachers should be able to access expertise and advice from autism specialists when they need it.

Discipline, behaviour and bullying

The Government is intending to produce shorter and clearer guidance on the ability of teachers to use force and discipline children outside of school. Teachers will be given greater discretion in these areas.

The National Autistic Society will be working to make sure that the needs of children with autism are looked at carefully in that guidance.

Addressing bullying, and particularly prejudiced based bullying, is to become a Government priority. To address this, Government guidance will be simplified and Ofsted will be asked to report on successful approaches to tackling bullying.

We are pleased that the Government wants to focus on prejudiced based bullying, as we know that children with autism are often targeted by bullies. We will be working with Government on bullying guidance.

Exclusions

We have previously expressed concerns about the Conservative Party’s proposals to get rid of Independent Appeal Panels for exclusions. We welcome the White Paper’s recognition that it is important that these Panels remain independent.

However, we note that the Government intends to take away the power from these panels to reinstate an excluded pupil from a school. We would welcome wider views on this. Please comment below.

We welcome the Government’s plans to pilot a new approach to exclusions where a school is responsible for arranging and funding alternative provision for an excluded child.

27% of children with autism are excluded from school at least once, compared with 4% of other children. It is essential that alternative and appropriate provision is found for children with autism, following exclusion.

Admissions and the role of local authorities

Local authorities and the School Adjudicator will continue to have a role in ensuring the coordination of admissions arrangements and fairness, including for academies. The Government will also simplify the Admissions Code, but will continue to apply the principle of fair admissions for Looked After Children and pupils with a statement of SEN.

The National Autistic Society will be watching reforms to the Admissions Code with interest. We have particular concerns about admissions for those without a Statement.

Local Authorities  will continue to have responsibility for disabled children and those with SEN. However, as funding is increasingly delegated to academies, they will increasingly move to a strategic commissioning and oversight role. They will of course continue to fund provision for pupils with a statement of SEN.

Where a local authority has significant concerns about an Academy or Free School in relation to these issues, it will be able to ask Ofsted to inspect the school.

Special school academies

The academies programme will be expanded to include special schools, with the application process open in January 2011 and the potential for special school academies to open from September 2011. The Green Paper on SEN and Disability will consider the issues raised specifically around special schools academies in more detail.

If you have any comments about these proposals, do comment below.