Education and Skills - Third Report
Here you can browse the report together with the Proceedings of the Committee. The published report was ordered by the House of Commons to be printed 21 June 2006.
Contents
Terms of Reference
Summary
Preface
Introduction
Brief history of Special Educational
Needs (SEN)
The need for this inquiry
A major review of SEN?
1 Why SEN matters
Defining SEN: no single category
SEN and the link to socio-economic background
SEN in the wider educational context
The cost of failing children with SEN
2 Clarification of inclusion policy
Clarifying the Government's position on inclusion
A confused message
The Government's position on inclusion
A change in policy
The Government's new position on inclusion
3 SEN: Facts and figures
Numbers and incidence of pupils with SEN
and statements
Placement of statemented pupils
Special schools
Link to socio-economic background
Age and gender
Variation across schools
Geographical variation in statementing and
placement in special schools
Social, emotional, or behavioural difficulties
and autism
Outcomes for disabled young people
Existing legislation
SEN legislation
Disability legislation
Government expenditure on SEN
Voices of young people with SEN and disabilities
Voices of parents of children with SEN and
disabilities
Voices of teachers and other professionals
4 Failings within the SEN system
Issuing of statements
Transfer of statements
Other possible models
Placement decisions
Planning role of local authorities
Admissions and parental choice
Fair access for children with SEN
Choice for parents of children with SEN
Academies
Appeals process
The cost of appeal
Equal access to appeal
Local authority role in appeals
Funding process
Delegated funding
Funding of specialist services and provision
for low-incidence needs
Funding of places at non-maintained and independent
special schools
Allocation of resources through the statementing
process
5 Future strategy
Pupil-centred provision: a national delivery
model
A national framework with local flexibility
The need for a national framework
A flexible continuum of provision—provision
mapping
Local flexibility
Personalisation—SEN v. the standards
agenda
Outcomes
Equipping the workforce
Equipping the workforce is key
Initial teacher training
Continuous professional development
A new strategy for workforce development
SENCOs
Specialist support services
Educational psychologists
Early intervention and key transition phases
Early intervention
Key transition phases—including post-16
Partnership working and Every Child Matters
Collaboration between mainstream and special
schools
SEN and the Every Child Matters agenda
Partnership with health professionals
Effective partnership with parents and communities
Annex: A statistical analysis of Special
Educational Needs
Trends in the number of pupils with SEN
Numbers and incidence of statemented pupils
Pupils without statements
Trends in the placement of pupils with SEN
Placement of statemented pupils
The number of new statements issued
The number and pattern of special schools
Special schools
The pattern of special schools
Age and gender
Geographical variation
Geographical variation of statementing and
placement in special schools
Conclusions and recommendations
Formal Minutes
Witnesses (Volume II)
List of written evidence in Volume II
List of written evidence in Volume III
List of unprinted written evidence
Reports from the Education and Skills Committee, Session 2005-06
Oral and Written Evidence
Monday 31 October 2005
Monday 14 November 2005
Wednesday 11 January 2006
Wednesday 18 January 2006
Monday 13 February 2006
Wednesday 1 March 2006
Wednesday 8 March 2006
Wednesday 15 March 2006
Wednesday 22 March 2006
Written Evidence
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