Langue(s) : anglais 

Special Education Needs: support in England

Auteur(s) :  Robert Long, Shadi Danechi

Editeur(s) :  House of Commons Library

Date :  03/2022

 

The Children and Families Act 2014 provided for an major reform of the system for identifying children and young people in England with special educational needs (SEN), assessing their needs and making provision for them. This briefing provides an overview of the system introduced in 2014, and includes, in an annex, a brief history of the movement towards reform that took place in the years preceding the 2014 Act. The 2014 reforms began to be implemented in September 2014, in a phased process to be completed by April 2018.

The Government has also reformed the funding system for SEN, alongside wider changes to the school funding system. A national funding formula has been introduced to allocate ‘high needs’ funding to local authorities – largely, this is for special educational provision. From 2018-19, local authorities cannot transfer more than 0.5% of their wider ‘schools block’ funding into their high needs budget, although requests to transfer more may be made to the Secretary of State. A call for evidence on high needs funding ran from May to July 2019. The Government has not yet published its response. Inspections by Ofsted and the Care Quality Commission of local arrangements to support children and young people with special educational needs and disabilities began in May 2016.
In September 2019, five years after the introduction of the current system of SEN support, the Government announced a review of the system’s effectiveness. The review, along with a Green Paper, is expected to be published in early 2022. The Government has stated that reflections on the impact of the COVID-19 pandemic will now form part of the review.

SOMMAIRE

1 Support for children and young people with Special Educational Needs (SEN)
1.1 Definition of SEN
1.2 Levels of support
1.3 Key aspects of the system

2 Funding system
2.1 Background
2.2 Reform: a national funding formula
2.3 Funding system: Call for evidence
2.4 Education Committee funding report
2.5 2019 Spending Round
2.6 Early 2021 funding announcements
2.7 2021 Spending Round
2.8 Trends in funding since 2014-15

3 Statistics: tribunals, children and young people with SEND
3.1 Pupils with SEN, statements and education, health and care (EHC) plans
3.2 Education, health and care plans across all age groups (0 to 25 years)
3.3 SEND Tribunals

4 Accountability: Ofsted and CQC inspections from May 2016

5 Impact of the coronavirus pandemic
5.1 Regulatory changes
5.2 Attendance
5.3 Access to support services
5.4 Experiences of learning
5.5 Needs during the Autumn 2020 term
5.6 Ofsted annual report

6 Reports on the effectiveness of support for children with SEN
6.1 Government review
6.2 Education Committee report on the SEND support system
6.3 Public Accounts Committee report (2020)
6.4 National Audit Office report (2019)
6.5 APPG report (2021)
6.6 Ofsted comment
6.7 Education Policy Institute report (2021)
6.8 Ofsted and CQC inspections: Findings on the system

7 DfE survey on EHC plans
7.1 DfE Review of arrangements for disagreement resolution
7.2 Lee Scott report: Experiences of the system
7.3 National Autistic Society and APPG report (2017)
7.4 Driver Youth Trust report
7.5 Bath Spa University research

8 Annex: The previous system for children and young people with SEN and the process of reform
8.1 A brief overview of the previous system

Télécharger le document :  https://researchbriefings.files.parliament.uk/.../SN07020.pdf

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mot(s) clé(s) :  besoins éducatifs particuliers