Swindon Special Educational Needs Network
This is a new page that will be devoted to the Swindon Special Educational Needs Network.
The first meeting of SSENN will be held on Tuesday 21st November at the Wroughton Parish Church Hall, Priors Hill. It will start at 7.15pm. Parking is available across the road outside the Ellendune Centre.
The meeting’s aim will be to share information and experiences of SEN and to chart a means of putting more pressure on policy-makers to give a clearer direction as to SEN provision and to help ensure that children with SEN are given the most appropriate help at the earliest possible stage.
UPDATE: Last night’s meeting was attended by 50 people, including parents, teachers, volunteers and those with interest and expertise in this area. The meeting divided up into four groups, allowing parents in search of information to speak to those with information. There was a unanimous feeling that the meeting was of great use, so we will meet again in a few months time. The meeting endorsed a motion calling on the Government to create a national framework for SEN, with local and accountable flexibility.
My thanks to Deirdre Holland of Swindon Dyslexia Association for helping to set up the meeting, and to all those who attended.
We now have a new web forum at www.swindon-senn.net . Please visit it, become a member and broadcast!
Swindon Special Educational Needs Network
Notes of Meeting: 21st November 2006
MAIN POINTS OF GROUP DISCUSSION FROM ELSPETH WOLLEN, SENCo
The following issues were raised by this group of eleven:
1. The proposed closure of Burton Hill House Special School in Malmesbury. There will be a public meeting about this on 7th December.
2. The need for good and open communication between parents and the school is essential. This was raised in the context of Uplands School.
3. Statements: often, their wording was unclear and the provision was not specified. If needs are not accurately described, then the provision will not be appropriate. However, statements must not be so tight that schools cannot have a little flexibility where necessary and appropriate. For example, tying a school down to a “literacy programme” for a young person when he needs to do GSCE coursework.
4. The delivery of occupational therapy plus speech and language therapy was very inadequate within schools, including special schools.
5. There was a discussion about “complex needs schools”, where children with very different needs and difficulties were lumped together.
6. The quality of communication and decision-making by the LEA and the role of the “Panel” in decision-making was discussed. Educational psychologists were either unwilling or prevented from recommending schools/types of provision, for example, at Transfer Reviews. Some parents find that they are left to research possible schools and visit them.
7. There was concern about the length of time it takes to get assessments (eg PDDAG).
8. Going through the statementing process is very stressful for parents. Some parents reported that the whole experience made them ill.
9. Tribunals - it was noted that parents needed to go to two Tribunals to get appropriate provision.
10. A positive contribution was made from a SEN teacher or SENCo who worked in another area nearby:” I treat parents as I would like to be treated myself”. This was felt to be the best approach, and extremely helpful when dealing with anxious and stressed parents.
MAIN POINTS OF GROUP DISCUSSION FROM ANDREA PARKINSON
1. Rachael Reid, who is a SEN outreach worker, informed the group of the talkswindon.org internet forum, which has great potential as a support network.
2. Cllr Eric Shaw (SBC), an ex-head teacher, talked about LEA issues. He was particularly interested in the question of scrutiny of SEN provision, and will be keeping a close eye on things.
3. BV has had mixed experiences. Her daughter, who received a Statement, did well, but her son, who is autistic, was not statemented until Year 9. He has been struggling and has had difficulty in adjusting to changes to school times at St. Joseph’s.
4. MS has helped in school, and has two children with Special Needs. She has been frustrated by changes in school times at her local primary school. She expressed concern at the long waiting lists for diagnoses, and the lack of any subsequent help or back-up. One of her children was diagnosed but then was not seen by a psychologist for two years! Concern was expressed about the lack of continuity of teaching assistants, which was frustrating for the child and the teacher alike.
There is a shortage of educational psychologists, resulting in only three children per year in school being seen. The stress this has caused is considerable.
There was a discussion as to how the statementing system works. Parents can request a statement with a diagnosis of Aspergers at Sandford House. A non-LEA route was being suggested.
An approach to the Aspergers Society was discussed. The fear of going to the LEA was that they were interested in protecting expenditure. The existence of the Swindon Parent Partnership, Council funded but maintaining an independent status and represented at the meeting tonight, was also discussed.
5. Andrea Parkinson, of Kip McGrath Education Centre which offers private tuition from 6 to 16 years in English, Maths and Science, spoke to the group. She had formerly been a SENCo in a LEA unit for learning difficulties. After funding ended, it was shut. Her role had changed from a job dealing directly with children to pushing paperwork and chasing funding. Her role was being filled by inexperienced staff who were dealing with over forty children. Her move into the private sector has been fulfilling. She uses her considerable experience to help parents.
6. LH has a four year old son with an undiagnosed speech disorder. He is subject to a referral to be statemented at Even Swindon School Special Unit. She has been in contact with SureStart and Outreach and wants to start a Self Help group for parents. She only got appointments for her son by being like a bulldog, she said! At present, there is little or no information for parents out there, and a group would be beneficial.
7. J and G have a daughter who has non-verbal learning difficulties and is dyslexic. They obtained a private educational psychologist having had no help from school. After much frustration, they took their child out of the LEA school and have sent her to a private school near Chippenham witth a 3-5 children per teacher ratio in order to get a Statement. They have had to re-mortgage in order to fund their daughter’s education. Their aim is for a two year spell at the school before a return to mainstream.
8. Erica Ford is a Speech and Language Therapist who works with children. She has seen the good and bad aspects of inclusion. She is SEN governor at Commonweal School. Parents come singularly, but pressure may come from Societies on issues such as Downs Syndrome. Lobby groups may be used, because a more general pressure group may be trying to cover too diverse a problem. Many children, however, fall between groups. Where do you go if you have a special needs child. Sometimes, the different groups have lobbied together for a change in national provision. It is a case of he who shouts loudest gets the most.
Other Points made by group members:
People often do not like to make a fuss or argue. They feel that they do not have the knowledge to argue, and that you must trust the school to tell you what is right and what to do. There is often a loss of valuable time caused by the school not acting quickly enough.
Children will often act very differently in School as opposed to at home. Parents are often made to feel that in requesting help for SEN, they were asking for more than their entitlement.
So many children with SEN are missing out on school trips and activities, because of their special requirements.
9. HF has a daughter with dyslexia at a local secondary school. There has been an issue about reduced funding and she feels that there has been a lack of support for SEN by the school, despite the good work of the SENCo. She felt that in education, you want the teacher to take on the problem as a doctor does for a sick patient. Why can’t one person follow a child through the system. Funding remains an issue; she felt that underhand means were being deployed to withold necessary funding.
In conclusion, it was felt that the informal setting of the meeting was an ideal way to discuss the issue. The concept of a group providing information and support was warmly welcomed.
MAIN POINTS OF GROUP DISCUSSION FROM DEIRDRE HOLLAND, VOLUNTEER PARENT SUPPORTER
Discussion was based around the parliamentary inquiry by the House of Commons Education and Skills Committee, and the findings in the Report of Summer 2006.
Parents of children at primary schools felt the schools tried hard on the whole, with the resources they had, but there was enormous concern over transfer to secondary school and a feeling that there are not enough specialist units, or special schools for pupils with special needs, especially those with an autistic spectrum disorder. Parents feel strongly there should be a greater choice at secondary level as mainstream is not suitable for all children.
Concern about the “adversarial” nature of the relationship between some parents and the local authority. Some Parents feel they have to “fight” to obtain a statutory assessment, and then for a statement, and it can take two years in total.
Concern that Statements can be written in such vague terms so parents do not really know what their child will actually receive. e.g terms like “up to 15 hours” what does that actually mean?
Concern that it can be such a long wait to see an Educational Psychologist, and even then the Educational Psychologist may not have expertise in the child’s difficulty. A feeling that Educational Psychologists may be restricted in what they write because they are employed by the Local Authority that is also responsible for arranging the provision. Some Parents would like a voucher system so they can choose an Educational Psychologist and not just be expected to accept what is “handed out to them.” Educational Psychology reports often identify the need but may not make clear-cut recommendations so the parent is put in a situation where the Local Authority simply monitors their child’s failure in academic achievement year after year.
Concern that the Parent Partnership Service may not be truly independent because it is run by the Council.
A feeling that education has become a lottery because funding varies from county to county and funding for special needs is not ring fenced.
Concern that Local Authorities do not have to abide by the Code of Practice – felt there should be a legal obligation to do so. Local criteria in relation to statutory assessment should not be allowed. The Local Criteria can mean too much time is wasted and the assessment is carried out far too late for some children – not until they are in Year 6. There should be some accountability when a child leaves school in Year 11 unable to read or write adequately if they have the potential to do so but have not received the right support.
CONCLUSIONS
Representatives of various groups introduced themselves to the meeting. Sue Bennett of the Swindon Parent Partnership outlined their work. Deirdre Holland is Chair of the Swindon Dyslexia Association and Christine Rogers is Chair of the Swindon and District Autism and Asperger Syndrome Support Group.
The meeting resolved to ask the Government to implement the recommendations of the Education and Skills Select Committee, with SEN provision being provided by on a truly accountable basis within a national framework.
It was agreed that this format had been successful, and that we would meet again in early March.
Beverley Smith reminded everyone of the work of the Swindon Carers Centre at 1 Wood Street in Swindon, tel 531133 or at www.carers.org/swindon
The second meeting of Swindon SEN Network was held at the Croft Centre, Old Town, on Thursday 8th March 2007. There were group sessions where parents, teachers and volunteers exchanged information and provided much-needed support. We were delighted to welcome Maria Chivers of the Swindon Dyslexia Centre, amongst others.
The next meeting of Swindon SEN Network will be on Thursday 12th June at Wroughton Parish Church Hall at 7.15pm. There will be group sessions plus a discussion about our submission to the Education and Skills Select Committee investigation into the role of LEAs as funders and assessors of special education.
I am delighted to announce that Emma Turner, a solicitor specialising in Education Law, will be the guest speaker at our September meeting.
SSENN MEETING - TUESDAY 18th SEPTEMBER 2007 at Wroughton Parish Church Hall
About 35 of us gathered to hear Emma Turner speak about SEN law and procedure. Emma took us through a case study stage by stage, outlining the procedures and tests that have to be applied. Members found this to be an extremely useful way of gaining a greater understanding of the issues.
Emma then took part in group sessions, offering guidance and support to members with particular issues. We were all particularly grateful to her for her help and look forward to seeing her again in future.
SSENN MEETING - TUESDAY 18TH MARCH 2008
Our Guest Speaker was Sue Wald, Manager of the Children and Young Persons Strategic Partnership in Swindon. Sue gave us an overview of the new arrangements for services for children and young people in the Borough, which will see the Council and the Primary Care Trust working together on an area by area basis in order to provide an integrated service. Parents welcomed that the authorities were recognising that far too often, we were having to explain everything over and over again to different people - “re-inventing the wheel” as I call it. There was a lot of debate about funding - the real problem here is not the intentions of local authorities, but the very poor funding that Swindon receives from Central Government for education and social services.
There then followed the usual group sessions. It was good to speak to parents from The Ridgeway School, where I am the SEN Link Governor. Again, the issue of funding raised its ugly head. In short, the School’s funding problems are putting huge pressure on the SEN team and on provision of help for children who need one-to-one attention.
It was a productive evening and we aim to hold a further meeting in the Summer.
