1. Lorraine Petersen
lorrainep@nasen.org.uk

2.  2.8% of pupils across all schools have a statement
◦ 53.7% Mainstream
◦ 39.0% Maintained Special School
◦ 4.7% Independent School
◦ 1.9% Non – Maintained Special School
◦ 0.7% Pupil Referral Units
 17.0% of pupils identified as having SEN (School
Action and School Action Plus) with no statement
DfE First Release – National Statistics January 2012

3.  Co-existing, Overlapping, Co-morbidity, Co-
occurring
 Neurodevelopmental disorders, chromosomal
disorders, poverty, environmental, mental
health, alcohol, drugs and smoking, premature
birth, modern medical science etc.
 Pedagogy and workforce to meet the needs of
21st Century child

4.  32,000 Service children in state-funded primary schools
and 18,000 Service children in state-funded secondary
schools.
 63 per cent of Service children achieved 5+ A*-C grades at
GCSE including English and maths compared with 59 per
cent of non-service children.
 Service children are more likely than their peers to attend
a number of different schools as they progress through
the primary and secondary years.
 Service children experience greater social and emotional
pressures than their peers. One parent may be away from
home for long periods of time and may be serving in a war
zone.
 Service children have lower attendance rates than their
peers – also take holiday in term time
 Service children are less likely to have identified SEN

5.  SEND Legislation
 Pupil Premium
 Ofsted Framework
 Revised EYFS Framework
 Curriculum and Examination Reform
 Year 1 Phonics Screening Check
 School Funding Reform
 Teachers’ Standards
 Professional Development

6.  Proposal to remove school action and school
action +
 Education, Health and Care Plans
 Accountability for spending additional
funding on those pupils it is meant to
support
 Loss of key services at LA level
 Loss of local control over provision
 Raising the participation age
 Professional development opportunities

7.  Curriculum approach and content
 Teaching styles
 Inaccessible teaching materials
 Inappropriate accommodation
 Inappropriate peer grouping
 Staff attitudes
 Deployment of support staff
 Special Educational Need

8.  High Mobility
 Lack of continuity of curriculum
 Teaching of Reading & mathematics
 Teaching styles
 Inconsistency in rules & expectations
 Language difficulties
 Making friends
 Low self-esteem and lack of confidence
 Examination systems
 Deployment of parent/s

9.  Early Identification
 Transfer of information to schools, local
authorities and health trusts
 Parents and families
 Consistency of assessment process
 Trust
 Resources and funding
 Additional support within school - SENCO
 Support from Children’s Education Advisory
Service (CEAS) and Service Children’s
Education (SCE)

10. Lorraine Petersen
lorrainep@nasen.org.uk
01827 311500