The document summarizes key points from a presentation given at an AoC SEND conference about supporting learners with special educational needs and disabilities. It discusses who is currently poorly served by education provision, including learners with learning difficulties, autism, previous exclusions, and social/emotional/behavioral issues. It also summarizes findings from inspections that children with SEND often have poorer educational experiences and outcomes. The presentation then discusses traineeships, apprenticeships, careers support and the future of transition support to help more learners achieve their potential.

1. AoC SEND Conference
Nigel Evans HMI
National lead for learners with high needs
07 December 2017
AoC SEND conference December 2017 Slide 1

2. What will this presentation cover?
 How well education and training provision meet the needs of
young people with special educational needs, disabilities or
have significant barriers to achieving their potential
 Who are the young people currently poorly served by
education?
 How effective is current provision in helping young people
achieve their potential and improve social mobility?
AoC SEND conference December 2017 Slide 2

3. Who are we talking about?
Learners:
 with learning difficulties and disabilities, but not benefiting from a EHC plan (SEND support)
 on the autistic spectrum
 previously excluded from school
 who were elective home educated
 with emotional, social and behavioural difficulties
 attending non-registered schools
 who have experienced abuse
 with poor mental health
 with unstructured or unstable lifestyles
 known to the youth offending services
AoC SEND conference December 2017 Slide 3

4. Children and young people with SEND –
what do LA SEND inspections say
 Children and young people identified as needing SEND support
had a much poorer experience of the education system than
their peers.
 Too often, local area leaders were not clear how their actions
were improving outcomes for those children and young people
identified as needing SEND support.
 Children and young people who have SEND were found to be
excluded, absent or missing from school much more frequently
than other pupils nationally.
AoC SEND conference December 2017 Slide 4

5. Children and young people with SEND –
what do LA SEND inspections say
 Fragmented approach to identifying support and developing an
appropriate education and support package
 Lack of an authority-wide overview means that local area officers
rarely have the ‘big picture’ that would enable them to provide the
necessary early help, coordinate professional education and develop
a long-term, strategic approach to meeting the needs of these
marginalised and often ignored young people
 School leaders use unofficial exclusions too readily to cope with
children and young people who have SEND.
 An alarming number of parents said that some school leaders asked
them to take their children home. This was in addition, or as an
alternative, to fixed-term exclusions. It is illegal.
AoC SEND conference December 2017 Slide 5

6. Children and young people with SEND –
what do LA SEND inspections say
 Lack of coordination of services means that key information is
not shared
 Poor responses to specific indicators such as poor progress of
pupils receiving SEN support, absence, fixed-term exclusions
 Ineffective procedures to give children and young people and
their families early access to the services they need to prevent
failure
 Poor diagnostic support, over emphasis on identification and
not on providing appropriate support
AoC SEND conference December 2017 Slide 6

7. Children and young people with SEND –
what do LA SEND inspections say
 Lack of clarity and joint working where the individual’s needs
are health, education or care related or both.
 Joint commissioning underdeveloped
 Health services not commissioned beyond 16 or 19
 Poor co-production or involvement with parents or young
people in the planning, monitoring and evaluation of services
AoC SEND conference December 2017 Slide 7

8. What happens to excluded young people
 Almost all young people excluded from school leave without
qualifications needed to access the workplace
 Four out of every five young people excluded from school
become NEET
 Excluded young people and children who have been looked
after in their lifetime make up the majority of the prison
population
 Excluded young people are nine times more likely to have poor
mental health or other SEND
 Source IPPR report Making The Difference: Breaking the link between school exclusion and social exclusion
AoC SEND conference December 2017 Slide 8

9. Traineeships
AoC SEND conference December 2017 Slide 9

10. When do traineeships work for young
people from disadvantaged groups?
 Detailed and well-structured initial assessment
 Structure and routine driving home the importance of
attendance, punctuality and good behaviour
 Relevance of English and mathematics in the workplace
 Progression from work experience
 Opportunities of wider experience
 Personalised support programmes helping build trust and self-
confidence
AoC SEND conference December 2017 Slide 10

11. Traineeships
 Are they distinctive enough?
 Success measures
 Funding
AoC SEND conference December 2017 Slide 11

12. Traineeships
 Positives
 Traineeships are carefully planned and managed.
 Teachers match the skills and knowledge of trainees to the requirements of the
job roles.
 Managers and staff have developed effective links with employers to provide
valuable work experience for trainees.
 Trainees benefit from good information, advice, guidance and preparation for
the workplace.
 Negatives
 Poor planning of activities and skills development
 Insufficient opportunities to develop the skills necessary for progression to the
next stage
 Poor use of information about trainees to plan learning and provide the
necessary support
 Too few trainees progress to employment, apprenticeships or further education
AoC SEND conference December 2017 Slide 12

13. What are apprenticeships for?
Apprenticeships offer a ladder of opportunity for people of all
ages, they boost business and make a profound difference to
the economic stability and productivity of this country.
IfA June 2017
AoC SEND conference December 2017 Slide 13

14. The Ofsted Strategy 2017 - 2022
 Just as important is Ofsted’s role in system-wide improvement,
both through helping to create the conditions that enable
social mobility and allow young people to reach their
potential and also in reducing regulatory burdens across the
system.
− Does the system enable people who have not reached level 2 by the
end of schooling to enter the labour market?
− Do young people benefit from apprenticeships?
AoC SEND conference December 2017 Slide 14

15. How do apprenticeships fit in then?
2016/17
 259,430 people started a level 2 apprenticeship
 195,770 people started a level 3 apprenticeship
 11,610 people started a level 4 apprenticeship
 Level 2 DOWN by 11%
 Level 3 UP by 3%
 Level 4 UP by 22%
 Under 19s DOWN by 8%
 19 – 24 DOWN by 8% (source DFE Apps Data Oct 17)
AoC SEND conference December 2017 Slide 15

16. Changes since the 2012 ‘Creating an inclusive
apprenticeship offer’ report
AoC SEND conference December 2017 Slide 16
2010/11 2015/16
Total
apprentices
LDD Total
apprentices
LDD
442,700 35,600 (8%) 405,170 35,100 (9%)
Success rates Success rates
74% 70% 67% 64%

17. Careers education, information advice and
guidance (CEIAG)
 Very little detail on the effectiveness of CEIAG
 Very little reference to the specific needs of disadvantaged groups
 No judgements on the impact of the work of careers guidance
staff in improving outcomes for these groups.
AoC SEND conference December 2017 Slide 17

18. The future?
The ‘transition year’
 students who are not ready for post-16 education have an
opportunity to develop the skills they need to progress either to
the technical option (a T level or an apprenticeship), the
academic option, a traineeship or other post-16 education.
 the transition year must help them to make choices not just
about technical or academic education and training, but also
about other programmes such as traineeships, so that their
programme can be tailored to best prepare them for their choice
Source: DfE Post-16 technical education reforms October 2017
AoC SEND conference December 2017 Slide 18

19. The future?
 Good partnership working that encourages relevant agencies to
work together
 Flexible and personalised study programmes for all
 Strong pastoral support
 A transition year that genuinely gives young people the support
and experiences they need to make progress
 Effective traineeships that lead to apprenticeships
 Apprenticeships that are positive about disability, make
reasonable adjustments, use Access to Work support effectively
and ensure that those with hidden impairments are not
disadvantaged
AoC SEND conference December 2017 Slide 19

20. Ofsted on the web and on social media
www.gov.uk/ofsted
http://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
AoC SEND conference December 2017 Slide 20