SCN0137

Written evidence from Acorns School

1. Our school is an inner city special school built for 50 pupils but currently catering for 74 pupils with a wide range of severe and significant learning needs. We have 11 languages represented in our school. We are placed in the bottom 10% in terms of GDP throughout the UK. The numeracy and literacy levels of most parents are low – many have additional needs.

2. Acorns school is currently in a position of having to refuse admission requests due to lack of capacity. Current LEA capacity survey indicates that Acorns School is 31% compliant in a recent suitability and sustainability survey.

3. We have developed outreach support in response to mainstream need as a part of our local offer.

4. Class group sizes have increased from 5-7 per class in 2008 to 9- 13 (2017 intake) in an attempt to meet demand for places however the pupils are increasingly complex (including increasingly complex medical needs)  and require specialist equipment that presents a challenge in terms of storage and space.

We would wish to make the following points:-

The assessment process –

1.1      Some of our local independent nurseries are reluctant to start the assessment process because it is very time consuming, of little benefit to the actual provider and may take so long that the EHCP is finalised after the child has left the placement. The introduction of the EHCP appears to have worsened the situation. Many parents appear not to be aware of the implications and the lengthy process involved. There was impartial help for these parents but this has now been taken ‘in house’ and appears to be less readily available particularly for the most vulnerable parents. The requirements of the EHCP assessment process appear frequently to be inaccessible for most of our parents.

1.2      The amount of time that the school has dedicated to the review of EHCP’s has greatly increased. The governors have allowed staff time out of the classroom in which to prepare these lengthy documents and as a school we have appointed additional office staff.

Transition from statements –

1.3      Many transition documents relied on the available information held in our local SEND office. This information was sometimes out of date and rendered the EHCP unfit for purpose. However there would have been additional documentation held by the NHS and social services that may have added to the overall information, correcting any discrepancies or at least posing questions that the collating officer could have posed. This information is unavailable to our local SEND officers. (see below)

1.4      Again, parents found the contribution they have to make as part of the transition process, too difficult or time consuming and they were overwhelmed by the amount of information they were asked to submit. Many asked for additional help from school.

Level and distribution of funding-

2.1      We understand that funding for children with SEN is a national issue. However at Acorns School we are required to train teaching and non-teaching staff to administer feeds through a gastrostomy button, change tracheostomy tubes, monitor oxygen saturation levels, administer injections and vital medication whilst undertaking teaching duties. The training is costly, time consuming and the additional responsibilities placed upon these staff is not recognised seemingly by government and partner agencies. The total cost to Acorns school for this type of ‘medical’ intervention is 6.4% of our annual budget. We are judged on attainment and progress by OFSTED, the additionality of these medical tasks are not taken into consideration by OFSTED and we believe they have an impact on time spent teaching.

2.2      We would recommend the funding being taken away from the NHS for these medical tasks and given to schools or appropriate commissioning and delivery via NHS. Please refer to the attached document that highlights the costs including time spent on these medical tasks and training.

2.3      Despite cuts in our funding, in the case of pupils with a visual and a hearing impairment, we pay for a specialist teacher to prepare reports to submit at annual review as we cannot access appropriate NHS support for these pupils.

Roles and cooperation between health and social care –

3.1      The single biggest weakness of the system is the lack of commitment shown by agencies other than education shown to preparing and reviewing a working document that is regularly updated and fit for purpose.

3.2      All other agencies involved with a particular child are invited to the annual review and asked to contribute. They rarely attend or send a written report. Many send apologies citing that they cannot attend due to current policy or local practice.

3.3      Social care packages and respite packages appear to be unevenly distributed throughout Lancashire. It appears that pupils with very similar needs and backgrounds are given very different opportunities dependent on a number of possible factors – geographical, level of education of parents, persistence of parents/carers and levels of understanding within the social care personnel.

Regarding opportunities for 19 – 25 age group

4.1      Many pupils leave Acorns being able to read up to a functional level (aged 9) and are taught skills leading to independence, safer travel and good communication. This preparation for the world of work is not borne out when they leave the community high school aged 19. In the history of Acorns school not one pupil has gone on to get a job/ apprenticeship and get paid or unpaid work.

TRAINING COSTS GRID

6. The total sum does not allow for the cost of maintaining a room for a specialist nurse, internet access, telecommunications, heating and light.  These are hidden costs paid by your school – you may wish to indicate this in the table above or below.

PROCEDURAL COSTS GRID

7. Total cost to _______£90810____________ school per year. Representing 6.4% of the school budget

June 2018