Abstract
The changes to the SEND framework which are outlined in the new SEND Code of Practice and the Children and Families Act 2014 have been referred to as the biggest changes in Special Educational Needs Education since the Warnock Report of 1978. This book seeks to give an overview of the main policy changes in a clear and understandable way, and how these have been interpreted through a range of provisions and changes to educational practice. Both authors have considerable experience of educational leadership in both a school and national setting, and the three distinct sections of the book reflect this depth of knowledge and expertise: the initial section on understanding the new policy changes; a second section on the growth of Specialist and Local Authority provision; and a final section on how educators’ practice is changing across the sectors.
Part 1 describes the climate for change, discussing the 2010 Ofsted Report, which criticized the over-identification of SEND and unacceptably low outcomes, and the Lamb Report of 2009, which highlighted the lack of parental confidence in the old system. Although perhaps less ‘aspirational’ than was first hoped, the 2014 Act has still brought about major changes, such as: the age range of SEND extended from 0 to 25 years; the joint working of Local Authorities, Health and Social Care services to jointly commission services and to work together for joint outcomes; statements to be replaced by Education, Health and Care Plans; families to have the option of personal budgets; the publication of a ‘Local Offer’ by every Local Authority; and the new focus on Transition to Adulthood. The authors make it clear that what underpins all of these changes is that children and young people with SEND and their families must now be at the centre of everything, and that successful joint multi-agency working and co-production is key to moving this from a dream to reality. This part of the book is particularly useful as it gives a very clear and concise overview of the main changes to legislation, which is helpful for those working within the sectors as well as parents trying to navigate the system.
The second and third parts of this book explore the ways in which various types of educational settings and Local Authorities are meeting these challenges. There is a wide selection of very interesting case studies showcasing some of the innovative ways of multi-agency working, such as Project Search, where post-19 year-old students from a Special school in East London work as supported interns in a local hospital in the hope of securing permanent employment, a mainstream girls’ comprehensive that offers training from ChildLine for peer mentors, and a charitable foundation that offers both day and residential services for those with complex and physical needs up to age of 25 years, including a Futures Hub day service and Life Skills Centre for those who are older.
However, the focus on ‘Provision’ feels slightly anachronistic given the emphasis on a new way of thinking outlined in Part 1. Perhaps it would be equally useful to read case studies of the young people themselves exploring how they have identified their aspirations and co-produced outcomes through person-centred planning, and how they are using both existing provision and personal budgets to realize these. It is, of course, early days under the new Code of Practice and we await with keen anticipation to read about the creative pathways young people and families develop through this greater choice and control with regard to employment, housing, health and social inclusion. The case study of the Pathfinder Local Authority (Hertfordshire) is particularly interesting in this respect as it shows on a strategic level how agencies are working together to jointly commission and understand the needs of families and young people through the implementation of the ‘Developing Special Provision Locally’ approach, which involves bringing school leaders, parents from local communities and members of the Local Authority to shape services.
Overall this is a very helpful book for everyone involved in SEND, as the authors present the key policy points using a clear and succinct approach, and include a wide range of interesting and varied case studies to illustrate their points. Additionally, the ‘Questions for Reflection’ within each chapter help to consolidate your thoughts and consider how your setting is adhering to these changes in policy.