Post by Mark GoodgePost by Roland PerryPost by Jethro_ukOn the other side of precedent (or it's absence) is the fact that any
discrimination being claimed is self-imposed as all children are
guaranteed a place in a state school irrespective of what parents may
feel about it.
The problem mentioned in the reporting is that there isn't, in fact,
adequate SEN provision in State Sector.
Indeed. A lot of local education authorities outsource aspects of SEN
provision, because in many cases it requires specialist services that are
impractical for the authority to provide in-house. And the providers of
these services are not greedy, money-grabbing commercial enterprises, the
majority of them are CIOs, CLGs or other non-profit organisations. Charging
VAT on these services will inevitably increase costs to the already
over-stretched resources of the council's education department.
Mark
I think you are confusing different aspects of SEN
In the ideal World, a pupil thought to have SEN needs should be assessed
and ‘statemented’. In simple terms, this establishes they are SEN and an
individual statement of needs is drawn up. From this, a way forward can be
established - do they need a full time learning assistant, some special
computer aid, …..
That part is (some times) contracted out.
Under one of the Education Acts (1991 I think ), as far a possible, SEN
pupils are to be taught in main stream schools. ( A remarkable,
enlightened step in my view.)
Therefore, once the above assessment process is complete ( I say complete
but pupils are - or should be reviewed regularly), it is up to the schools
to deliver.
That is where it sometimes goes awry.
Why? Several reasons. Simple poor management is an obvious one. Another is
‘unofficial’ SEN pupils diverting resources. Some schools are overly keen
to label pupils as SEN, often at the behest of parents. This helps no one,
least of all the pupil concerned and diverts resources from others.
Correctly followed, the current system should be very good. It assesses the
need, produces a plan to address the need, and has a monitoring system to
check progress and adjust if needed. Exactly the way to ensure progress.
The school I taught in had a good SEN department. They worked with subject
teachers so, for example, I always knew in advance of any SEN pupils and
could look up what I needed to do.