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SCC: Proposal for a New Method of Resourcing Special Educational Needs in Mainstream Schools.

This is a brief summary of the above proposals:

All schools have three copies of the full consultation paper. one copy of this should be available in the staffroom to provide an opportunity for all staff to be involved. Parents can obtain a copy by contacting Frank Stockley (tel: 01473 584831).

Context

It is recognised that the present system is not effective in matching funding to pupils' needs. Supporting pupils through statements is bureaucratic and inflexible and often fails to facilitate early intervention. An audit approach will provide an equitable and transparent system for allocating resources, which can take account of variations in school intakes.

Some Key Objectives

to support early identification and intervention
to help pupils with special needs to reach their potential
to provide funding linked directly to the needs of the pupils
to support the development of inclusive education, allowing schools to meet the needs of all pupils

The development of the New Approach

A number of local authorities have already introduced an audit approach to funding SEN. Two models - those developed in Hampshire and Norfolk - were of particular interest. Colleagues from these authorities delivered presentations at a conference for Suffolk school-based and LEA staff so that we could develop our own model.

Throughout the development stage, meetings and conferences have been arranged to seek views from staff in schools. This will ensure that the criteria used will successfully identify pupils who require additional support.

The Audit Criteria

This approach will deliver funds based on pupil needs being audited by schools.

It was considered important to use criteria that were based on assessment information already available in schools. The criteria developed to support the Suffolk model has been based on the P (performance) scales that detail pupils' achievements towards Level I of the National Curriculum. These were piloted in over 70 schools and the feedback was very positive. Information fed back from these schools has been vital in ensuring that the criteria are both useful and usable.

The Proposed Model

The model being proposed will provide funding in two parts:

(1) A basic allocation (20% of the total) - A school's share of this would be dependent upon the number of pupils who have a Suffolk Reading Test or baseline score of less than 89. All schools would receive a minimum of 500 from this allocation.

(2) An audit allocation (80% of the total) - The school's share of this would depend upon the outcomes of an audit of pupils' needs. To reduce the administrative burden the audit will be restricted to the following years - YR, Y3, Y5, Y7 and Y9. The audit will take place every year for these year groups.

Transitional Arrangements

It is essential that consideration be given to the transition from one system to another. To ensure that this can be a smooth process the following arrangements are proposed:

in the first year audit funding would only apply to YR. Y3, Y5. Y7 and Y9
pupils with statements in non-audit years would be supported using the existing methods
potential losses and gains would be cushioned over the first three years to allow schools to plan effectively for any budgetary changes

The Pilot Project

The above model has been tested in over 70 schools throughout the County. This has been a very successful process that has also generated a significant amount of feedback. Views and issues raised by schools have been used to develop our approach and they are also discussed and highlighted in the consultation paper.

The financial illustrations attached to the consultation paper relate directly to specific schools who were involved in the pilot project.

Key Issues Emerging from the Consultation

Moderation - Judgements made against the criteria must be supported by evidence so that conclusions can be applied in a consistent way. Hampshire has developed an approach that has many attractions. They recruit and train teams of Headteachers and SENCOs to become moderators. Staff from the LEA support the process, but its credibility is invested in peer moderation.

The Future of Area Support Centres - There are concerns that the audit system puts the position of ASCs "at risk" as it replaces the current planned places and impacts on the LEA's admissions role. Financial feedback from the pilot project indicated that the audit will deliver sufficient funding to maintain existing provision and may provide an opportunity for some schools to extend provision.

The LEA recognises the important contribution made by Area Support Centres and will work with colleagues and parents to ensure that appropriate provision is made to meet the needs of pupils.

Contingency Funds - The proposed model takes the view that most schools would be able to fund changes in pupil numbers between audits. If the LEA has a contingency fund, it is keeping resources that should be in school to support pupils. It would need a complex system to allocate and claw back money as a result of pupil movements. This model suggested in the consultation paper is intended to take account of exceptional circumstances faced by small schools or those with very transient populations.

Conclusion

The proposed changes are fundamentally different from existing approaches. They will provide Suffolk schools with an opportunity to meet the needs of their pupils at the earliest stage. It also takes account of the diverse populations found in our schools. It is essential that we develop a system that is trusted because it provides transparency, clarity and equity.