SEN0456

Written evidence submitted by Mrs Mary Alveyn

Key Issues from the Primary School perspective:

• SEN budgets in schools must reflect all of the children affected not just those who have negotiated the EHCP process.
• EHC plans cannot be delivered unless the resources are provided as directed in the plan – currently there is a major deficit – approx. £235,000 in our School  currently  - 21 EHCPs in place – this means that resources are diverted to address the needs of these children, to the detriment of other mainstream pupils.
• This funding gap is the primary cause of pushing our school into a deficit budget which will clearly disadvantage the whole school when drastic cuts in staffing need to be made.
• Early years interventions are the most effective and need to target preschool children – even those in the home - with better community availability of trained play therapists and others who can both supplement and enhance the parenting skills which undoubtedly underpin many of the behavioural aspects for these children. 
• Enhancing the Health Visitor service will capture those children who might not be taken to nursery / playgroup or other early education settings as well as addressing safeguarding concerns in the community.
• Adjustments to the school environment for children with SEN and changes in ethos to reflect their learning needs can benefit the whole school and should be encouraged / taught especially in teacher training courses.
• Increased availability of therapists linked to the school – Speech & Language, Physiotherapy, Behavioural etc, to work with staff for individual children but also to enhance staff skills and training
• Exposure of teachers in training to  an attachment in a Resourced Provision facility can only help to spread good practice.
• Training courses which recognise the skills required to manage these children need to be available for teaching assistants who wish to develop their skills and this should be recognised in career progression terms as well as in salary bands.
• Increased Resource Provision facilities are to be welcomed as they encourage integration in mainstream schools and spread expertise to a wider range of staff.
• Special Schools must address the needs of the most affected children and take account of the complex social settings in which many live providing 24 hour provision where necessary.

January 2025