Answering the questions in the SEND Review is not straightforward. There are complicated issues to consider if you want to do it properly. If you'd rather just have at it and feel confident that you understand all the questions, you can find it here. However, not everyone is comfortable answering government surveys and if this is you, we want to help. As we publish our articles explaining each chapter, we will create answer forms so you can read below some information to help you understand what's being asked and this will make it easier to give a full answer.
The form comes to us to be stored securely. We will collate everything we get and submit them all to the SEND Consultation team. Below are prompts to help you think about how to answer. You can add your name if you want, but we need your email to match your answers to other questions if you answer more than one. It won't be used for anything else other than this consultation. It won't be passed to the DfE.
A good idea is to:
- copy and paste the following prompts into the form below and add your answers under each one,
- copy and paste them into a notes app or word doc to answer, then paste the whole lot into the form below
- just scroll up to remind yourself of the tips
So here is Question 1, as stated on the Government website:
- What key factors should be considered when developing national standards to ensure they deliver improved outcomes and experiences for children and young people with SEND and their families? This includes how the standards apply across education, health and care in a 0-25 system. (Chapter 2)
To help you answer this, you can read the first part of Catriona Moore's post here. However we have also included tips from her post below.
What does this mean?
The DfE want to create National Standards for SEND to improve the lives of disabled children and young people. What do you think there should be standards for?
- Do we need standards for SEND across education, health and care for 0-25 year olds?
- What do you think is missing from the current law about SEND?
- What standards for SEND should be created for mainstream educational settings that isn’t already written in law? (Early years settings, state and academy schools, Further Education/sixth form colleges, higher education establishments, apprenticeships/supported internships/traineeships)
- What standards for SEND should be created for local authorities that isn’t already written into law?
- What standards for SEND should be created for health providers, from school nurses, GPs, NHS trusts, private healthcare, specialist hospitals, providers of therapy services)
- What national standards should there be for identifying SEND in Early Years, in school years, in further education, and in higher education?
- What assessments should be carried out to ensure the right provision is put in place? (If this is not already spelled out in the SEND Code of Practice)
- How long should a child have to wait before a suspected SEND is assessed?
- How long should a child be making no, or little progress at ADPR before a school must step up to a higher level of support or apply for an EHC needs assessment?
- How should early provision be implemented and measured that is different from the current Assess, Plan, Do, Review proces
- What national standards should there be ensure schools understand what should normally be available for SEND learners without EHCPs, including reasonable adjustments?
- If these were legal standards for SEN Support, how would they be monitored?
- What national standards should there be to decide when a child needs an EHC needs assessment? Is the current legislation clear enough? Is the threshold high enough: (local authorities must consider whether the child or young person has or may have special educational needs, and whether they may need special educational provision to be made through an EHC plan (section 36 (8) of the Children and Families Act 2014).
- What national standards should there be for co-production / working with parents:
- In education settings
- Strategically through parental involvement such as parent carer forums and other local groups?
- What national standards should there be to decide when a child needs a specialist setting? Think about:
- Think about how you decided which kind of setting was best for your child and why.
- Think about what makes, or could make, a mainstream setting possible, or impossible, for your child.
- What kind of national standards could determine this?
- What national standards should there be to ensure EHCPs are reviewed properly (that isn’t already legally expected in s44 of the Children and Families Act 2014)?
- What national standards should there be for young people moving into different education phases, including Post 16 and employment, that isn’t already a legal requirement?
- How will the government ensure national standards for SEND are met?
- What should happen if national standards are not met?
- Who will decide if they have been met or not?
- Should these new standards be included in as part guidance in a new SEND Code of Practice, as part of the Children and Families Act, or a whole primary legislation such as a new SEND Act?
Ready to answer Consultation Question 1?
Make sure you add your email to be told when the next question is published.
In the next couple of days, we'll add forms for questions 2-7.
Go back to the main SEND Review Resources page to see all the questions