Kate Osamor – 2015 Parliamentary Question to the Department for Education
The below Parliamentary question was asked by Kate Osamor on 2015-11-23.
To ask the Secretary of State for Education, what assessment she has made of the effect of the (a) level of provision of spaces in SEN schools and (b) rising number of children with SEN statements in mainstream schools on the educational rights and attainment of children with SEN.
Edward Timpson
Our vision for children with Special Educational Needs and disabilities (SEND) is the same as for all children and young people – that they thrive in their early years, at school and in college, and lead happy and fulfilled lives. We have made extensive changes to the SEND system to improve prospects for these students.
The Children and Families Act 2014 secures the general presumption in law of mainstream education in relation to decisions about where children and young people with SEN should be educated and the Equality Act 2010 provides protection from discrimination for disabled people. The presumption of mainstream education is supported by provisions which safeguard the interests of all children and young people and ensure that the school preferences of the young person or their parents are met wherever possible.
Local authorities must review the educational provision for children and young people with SEN and disabilities in their areas and whether this meets the needs of those concerned. The Department produces national projections for the number of pupils in England, which help inform local authority decision-making over school capacity. Local authorities have the freedom to choose to use some of their capital funding on new places in special schools where that is a local priority and we continue to welcome applications for new special free schools where there is a particular need or demand for new provision.
The proportion of pupils with a statement of SEN or Education, Health and Care (EHC) plan has remained at 2.8% since 2007. There are 236,165 children with statements or EHC plans. Of those children with statements, 57% were in mainstream places in state-funded schools in January 2015. The proportion in special schools was 43% in January 2015.
The educational attainment of pupils with SEND has generally been improving, but a significant gap remains between their attainment and that of those with no identified SEND. At Key Stage 2 for example, in National Curriculum assessments in 2014 38% of all pupils with SEN achieved the expected level in the combined reading, writing and mathematics measure in 2014, compared with 90% of pupils with no identified SEN, resulting in an attainment gap of 51 percentage points. This represented an improvement of 2 percentage points since 2013 (when the equivalent figures were 34% of pupils with SEN and 88% of those with no identified SEN). We will continue to support schools and local authorities in their efforts to support improvement of the attainment of those with SEND.
