SEN0385

Written evidence submitted by Archway Learning Trust

Archway Learning Trust is an education trust comprising of 10 schools providing education for all phases across three authorities. We have chosen to submit evidence because one of our Trust values is inclusion and at the heart of all that we do. Like many other providers the SEND crisis is significantly impacting our ability to best meet the needs of our learners. This is adversely affecting student outcomes and wellbeing and places a strain on our families. The Trust has schools with SEN support percentages ranging from 11.4% - 32.0%. EHCP’s ranging from 0.9% to 5.6%. This is within local authorities that do not have high EHCP numbers. Three of the schools have enhanced resource provisions.

The key challenges currently faced by the trust include;

• Recruitment and retention of SENCo’s and Teaching Assistants.
• Lack of funding and complex and varying systems of receiving and applying for funding across different local authorities.
• The limited number of special school placements have led to complex need students placed within the Trust.
• Some of the schools have become schools of choice for SEND leading to large numbers of parental preference directions.
• The outcome progress 8 measures have led to a lack of incentives for inclusion for schools along with the reduced number of approved qualifications.
• Working with LA’s and health services to try and create a multi-agency approach to universal provision, parental information and pathways, referrals and assessment.

Current ways we are addressing concerns and meeting need

• Reviews of staff deployment moving to experts in strategies and interventions for the four broad areas of need
• Development of TA apprenticeships and progression pathways
• SEND reviews to identify and address areas for development
• Developing standardised referral, universal provision and graduated responses
• Developing networks to share expertise
• Focusing on adaptive teaching in Teacher Training.

Recommendations

• Increase Funding: Allocate additional funding to ensure that all children with SEND receive the support they need. This includes funding for specialised staff, resources, curriculums and training.
• Clarify notional funding: Different LA’s dictate different percentages of expectations of GAG funding to be allocated to notional funding (one of our LA’s expect 25% of the school budget and another 5%). In its current form it is unsustainable, unclear and adversarial. Funding for SEN support should be at a standard national rate, paid per child and ringfenced.
• Increase special school provision: Increase special school provision places allowing most complex needs to be met in appropriate settings
• Increase enhanced provisions: Increase the number of mainstream schools with enhanced resource provision
• Enhance Training: Invest in training programs for educators and support staff to equip them with the skills necessary to support children with SEND effectively. This should focus on adaptive teaching and co-occurrence of need. Further build SEND training into the ITT framework
• Standardise Provision: Implement national standards for SEND provision to ensure consistency and equality across all regions.
• Address non inclusive schools: Variation should be expected and planned for in all schools. Students should attend their local school and receive the same provision rather than travelling to a school that has become known for being ‘good’ with SEND
• Simplify Processes: Streamline and standardise the EHCP process to make it more efficient and accessible for families. Ensure the criteria to meet threshold and the associated allocated funding is equitable in each LA.
• Ensure SEND has a bigger profile: Ensure accountability measures look at how genuinely inclusive a school is
• Curriculum and Assessment is fit for purpose: Ensure there are qualifications available and valued for learners unable to access the GSSE curriculum.
• Creating a standardised understanding of SEN support: Create national guidelines for criteria for SEND support and the relevant provision that should be place.
• Reduce waiting times: Waiting times for diagnosis and receiving mental health support needs to be reduced through increased capacity, improved universal provision and access to support in schools and external agencies not being reliant on diagnosis.

By addressing these issues, we can create a more inclusive and supportive education system for all children and young people with SEND.

January 2025