Another key victory on the Education Bill!

As part of our work with Special Educational Consortium (SEC), the NAS has successfully persuaded the Government to revise an amendment to the Education Bill relating to direct payments. Initially, we were worried that the amendment would mean that if families accepted a direct payment, the local authority would no longer be obliged to follow their statutory duties and provide the services outlined in the child’s statement.

The NAS and SEC had strong objections to this, and we put pressure on the Department for Education to address our concerns. Thanks to our campaigning, revisions to the amendment mean that local authorities will not be allowed to neglect their statutory duties. The revisions also mean that families will have to give their written consent before they begin receiving direct payments – this is intended to make sure that people are made aware of their right to a full range of support.

This is a major improvement in the progress of the Bill, as it helps to ensure that children with SEN get the full range of support that they’re entitled to instead of their families being left with a direct payment only.

Keeping busy at the Conservative Party Conference

Last week, the NAS rounded off the conference season at the Conservative Party Conference in Manchester.

On Sunday night, we hosted an exciting education fringe event alongside Ambitious About Autism.  The event was chaired by Cllr Colin Barrow CBE who talked about his experience of finding educational support for his own child, who has autism. Colin has just stood down as chair of trustees for the NAS and we are very pleased that he is continuing to be involved in the charity's work

Parent Debbie Waters also spoke at the event and highlighted her difficulties in finding the right support for her children. She said in choosing a school she had felt forced to choose between a happy child and an educated child, which she said, was "not a real choice to make".

Also at the event Karen Lumley MP stressed the importance of making funding fairer for children with special educational needs (SEN), while Leader of Solihull council Cllr Ken Meeson agreed that funding was a key issue. He also highlighted the need for earlier intervention for children with SEN. We also heard from other parents, people with autism, councillors, and Neil Parish MP.

Tuesday night was our Researchers’ Refuge event, which gave MPs’ researchers and caseworkers a chance to drop in for beer and snacks and have an informal chat about autism. We had fantastic discussions with them about how they can better support constituents who have autism and their families.

During the week we also went along to the Learning Disability Coalition’s table tennis event. Politicians including David Burrowes MP played table tennis with people with learning disabilities. It was a really useful event to get politicians talking to people with learning disabilities and autism.

All in all, the week was a great opportunity to influence the current Government into making the best choices for people with autism.

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

Pupil Premium

On Monday the Government confirmed details of its Pupil Premium, originally announced back in July.

The level of the pupil premium will be £430 per pupil and will be the same for every deprived pupil, no matter where they live. The total funding available for the pupil premium will be £625m in 2011-12, rising each year until 2014-15 when it will be worth £2.5bn.

In 2011-12, the pupil premium will be allocated to those pupils eligible for Free School Meals, and from 2012-13 it will be extended the reach of the premium to those who have previously been on free school meals too.

Looked-after children will also receive a premium of £430, which will rise in line with the premium for deprived pupils.

Children with autism will benefit from this measure as they are more likely to be eligible for free school meals (although interestingly less likely to be eligible than those with other Special Educational Needs). 18% of children with autism as their primary need, who are on school action plus and 22% of children with autism who have a statement are eligible for free school meals compared to 14.2% of children with no Special Educational Need.

Both mainstream schools and (in the case of local authority maintained special schools) local authorities will have discretion as to how they respectively spend and distribute the funding, in line with the current localism agenda.

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.