SEN0442

Written evidence submitted by BMet College

This is the response from BMet College, a large GFE with 3 campuses one in the city centre, one in the northeast of Birmingham and one in the north of Birmingham. Students with EHCPs totals 201 the college currently receives high needs funding for 132 however 152 high needs students are enrolled.

Current and Future SEND Needs

Increasing Demand and Systemic Challenges

The number of students with Special Educational Needs and Disabilities (SEND) in mainstream education is rising. However, navigating the existing systems and processes to secure appropriate support remains complex and challenging. To enable children with SEND to achieve their full potential, mainstream school curricula must adopt a more inclusive, flexible, and tailored approach. This requires individualised learning plans, the integration of life skills and emotional development within lessons, and the adoption of alternative curricula to ensure accessibility for all students. Accessing funding for young people in post-16 education who do not have an EHCP but have significant support needs remains a challenge. Many students progress through the school system without a formal diagnosis or adequate support, which adversely affects their self-esteem and academic progress. This lack of early intervention can result in disengagement from education, limiting their future opportunities.

Enhancing Teacher Training and Professional Development

For high-quality and effective support, SEND training must become an integral part of all teacher training courses. This training should be embedded throughout the program rather than offered as an additional or optional module. Every educator should complete a placement within a SEND provision—whether specialist or mainstream—during initial teacher training.

Additionally, mandatory bi-annual SEND training should be implemented for all professionals in the education sector. Training should focus on inclusive strategies for SEND needs, how to adapt the curriculum so it is accessible to all de-escalation techniques, behaviour management, and strategies for working collaboratively with specialists and families to align learning objectives with each child's specific needs.

Standardising and Improving EHCP Processes

The current process for EHCPs, particularly for post-16 students, often results in the cessation of the EHCP once outcomes are met. This practice needs to cease instead, meaningful, shorter-term outcomes should be set and reviewed periodically to allow for continued support. A robust national training program should be developed for professionals responsible for reviewing EHCPs to ensure consistency and thorough quality auditing. Currently, minimal training exists regarding EHCP procedural and content requirements, leading to significant variability in implementation.

Streamlining Communication and Information Sharing

A nationwide, standardised system of documentation for SEND students is essential to improve the transfer of information between schools, post-16 providers, and Local Education Authorities (LEAs). This documentation should be tailored to different age groups, including Early Years, Key Stages 1-4, and post-16 education.

To enhance collaboration, secure, digital systems should be created to allow real-time information sharing across agencies. This would prevent vulnerable students, especially those with SEND and in the care system, from getting "lost" when transitioning between authorities. Accessibility to these systems by all relevant local authorities, as well as health and care services, is necessary to ensure effective multi-agency collaboration.

Reducing Waiting Times and Streamlining Processes

To address delays in assessments and services:

• Minimise dependency on educational psychology reports by diversifying assessment methods.
• Assign dedicated case managers or key workers as central points of contact for families.
• Provide clear information to families about inter-agency collaboration and available support.
• Develop and enforce consistent communication standards across sectors to improve clarity and efficiency.
• Utilise technology, such as webinars and videos, to increase accessibility and understanding for parents and carers.
• Implement regular training for professionals from education, health, and social care to improve inter-agency collaboration.
• Use real-life scenarios in training to enhance problem-solving and teamwork in multi-agency environments.
• Appoint leaders to oversee collaboration across agencies, ensuring accountability and aligned goals.
• Establish shared performance indicators to measure the effectiveness of inter-agency work and outcomes for students.

Enhancing Inclusion and Flexible Learning Approaches

To mitigate the risk of SEND students disengaging from mainstream education, schools and colleges must provide flexible and personalised support. This may include:

• Alternative curricula delivered outside traditional classroom settings. This does not mean alternative provision – allow schools the freedom to develop alternative programmes. This means children and young people remain in their local communities and keep that sense of belonging.
• Early intervention strategies and robust transition support.
• Access to mental health resources, such as in-school counselling services.
• Flexible attendance options, including phased returns and hybrid learning models.
• Assistive technologies and one-on-one support to enhance learning outcomes.
• Emphasis on life skills development, including resilience, problem-solving, and relationship-building, to benefit both SEND and non-SEND students.

Improving Post-16 Support and Transition to Adulthood

Post-16 education presents unique challenges for SEND students. To ensure a smoother transition into adulthood:

• Embed training in independent living, financial management, and communication skills into all post-16 programs.
• Review banded funding to reflect the differing needs of post-16 education compared to school-based education.
• Recognise that additional support may be required temporarily as young people transition from childhood to adulthood, particularly as their maturity may be behind that of their peers.
• Address transport issues, as many authorities discontinue support for transport once students enter post-16 education, limiting their choices and leading to inappropriate placements or students becoming NEET.
• A mandatory transition process from schools to colleges should be implemented to facilitate an increase in sustainable placements. This process will enhance information sharing regarding the young person and provide opportunities for improved planning to better address their individual needs.

Conclusion

By implementing these reforms, the education system can create a more inclusive and supportive environment for SEND students. Ensuring effective multi-agency collaboration, reducing bureaucratic hurdles, and tailoring education to individual needs will empower SEND students to reach their full potential and transition confidently into adulthood.

January 2025