framework for specialist provision in mainstream schools

4 October 2021

Framework for Specialist Provision in Mainstream

Schools

Framework for Specialist Provision in Mainstream Schools

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Foreword

I am pleased to publish the ‘Framework for Specialist Provision in Mainstream Schools’ which sets out how the Education Authority proposes to deliver specialist provisions in mainstream schools in Northern Ireland for children and young people with special educational needs. The Education Authority’s vision delivered through the Framework is for a flexible and agile specialist provision to ensure children and young people with a statement of special educational needs, which recommends placement in a small group setting, will have access to the most appropriate SEN placement which: - is available at their nearest suitable mainstream school with specialist provision; - provides pupils with equitable access to excellent provision which meets the

individual needs of the child or young person; - provides a pathway of provision for all ages and stages of development; - is responsive to changing educational, physical and medical needs; - is inclusive, providing opportunities for education alongside mainstream peers. All children have a right to education in an appropriate setting that meets their educational needs. Specialist provisions in mainstream schools are small classes that provide specialist teaching strategies to meet the specific educational needs of individual children assessed as needing this approach. Specialist classes within mainstream schools promote the inclusion of children with special education needs as valued and equal members of the school community, encouraging and supporting them to reach their potential, participate and enjoy school life, alongside their peers. The Framework is a high level strategic, regional document and should be read in conjunction with the Special Schools Area Planning Framework. I believe that together these Frameworks will provide for the future delivery of special educational needs (SEN) provision across special schools and specialist provision in mainstream schools, which will help us to enable positive outcomes for children across Northern Ireland and enhance consistency in the accessibility of our services. This Framework has been developed following engagement with a range of key stakeholders with a particular interest in special education, including the Department of Education, educational partners, health and social care professionals, school leaders, staff, parents, and children and young people. The Education Authority is committed to providing services that will support the NI Executive Programme for Government’s strategic outcome to give our children the best start in life. This is particularly important for children with special educational needs. In supporting children and young people it is important that we recognise the need for a range of specialist provisions across our mainstream schools to support and complement our special schools in order to meet the diverse and changing learning needs of pupils. The Education Authority will work collaboratively with the health and social care sector and other stakeholders to achieve this.


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The Education Authority wants to ensure that our children have access to excellent provision throughout their educational journey which is appropriate to their needs and close to where they live. This Framework will allow us to develop specialist provisions to ensure we achieve this for children and young people with special educational needs now and in the future. As services are developed around the needs of our children and young people in a child-centred and inclusive way, the Education Authority wants to bring clarity and transparency. The Education Authority will continue to work alongside our partners in health and social care and the voluntary and community sectors as we seek to improve services for children and young people. This Framework is part of the Education Authority’s wider Area Planning strategy and is the overarching document from which will inform a Special Education Strategic Area Plan 2022-27 for both specialist provision in mainstream schools and special schools. In addition to the Strategic Area Plan, Operational Plans will be published which will outline SEN area planning across the five-year period, 2022-27. In developing this Framework, I wish to acknowledge and thank everyone who engaged in the consultation process on the draft Framework and I look forward to continued engagement and collaborative working to meet the needs of children and young people with special educational needs. It is through working together that we can ‘Inspire, support and challenge all our children and young people to be the best that they can be’. Michele Corkey Director of Education


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Contents

Foreword

Page

2-3

1 Aims and Objectives 5-6

2 Why is Change Needed? 2.1 Background 2.2 Rationale for Change

7-10

3 What is a Specialist Provision? 3.1 Terminology

11-12

4 5

The EA’s Vision for Specialist Provision in Mainstream Schools Realising the Vision 5.1 Guiding Principles 5.2 Specialist Provision Criteria 5.3 Specialist Provision Indicators

13-14

15-20

6 Next Steps 6.1 Area Planning 6.3 Special Education Strategic Area Plan 2022-27 6.4 Specialist Provision in Mainstream Schools – Pilot 2

21-22

7 Acknowledgements

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Appendix 1 Review of Special School Provision in Northern Ireland – Recommendations

Appendix 2 Outcome of consultation on the Pilot to establish, close or change Specialist Provision in Mainstream Schools

Appendix 3 Number and Type of Specialist Provisions Across Northern Ireland

Appendix 4 The Legislative Context


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1 Aims and Objectives The aim of the Framework for Specialist Provision in Mainstream Schools (Framework) is to outline the Education Authority’s (EA) vision and rationale for the delivery of specialist provision in early years, primary and post-primary mainstream schools across Northern Ireland. A specialist provision in a mainstream school is educational provision in a small group environment for children and young people with a statement of special educational need which indicates that specialist teaching within a small group setting is most appropriate. A child in the process of statutory assessment may be considered for placement in a specialist provision if all professionals and parents agree that this is in the best interests of the child. 1 2 This Framework will be the driver for strategic planning of SEN provision in mainstream schools in the same way that Schools for the Future – A Policy for Sustainable Schools (sustainable schools policy (SSP)) is the driver for area planning for primary and post-primary schools. When considering schools for establishment of specialist provision, the EA will seek to ensure that they satisfy the six criteria of the Schools for the Future: A Policy for Sustainable Schools, allowing for individual circumstances where appropriate. Accordingly the relevant criteria from the SSP have been reflected in the framework. It is the responsibility of the EA to ensure appropriate education for children and young people with a statement of special educational needs (SEN). This Framework alongside the Special Schools Area Planning Framework is part of the EA’s wider Area Planning strategy. The next iteration of the Strategic Area Plan for Primary and Post-Primary Schools 2022-27, and associated area planning Operational Plans will be developed by June 2022. These Frameworks will be used in parallel to develop a Strategic Area Plan for Special Schools and Specialist Provisions which will align with the 2022-2027 timescale. This will also be closely aligned to the EA’s Plan of Arrangements for Special Educational Provision due to commence September 2022. This Plan of Arrangements will include details of resources, advisory services, support services and arrangements for staff training. The plan will be reviewed annually and subject to targeted consultation by the end of March each year preceding the school year to which the plan relates. This Framework should be read in conjunction with the Special Schools Area Planning Framework. The Framework sets the high level strategic and regional context with objectives to enable:

• a consistent, child-centred, inclusive model across all areas of Northern Ireland;

1 For children and young people with a statement, an early annual review can be held to address any requirement for change of placement. 2 There are a number of Speech and Language provisions attended by children who do not hold a statement of special educational need.


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• a flexible model to meet the needs of children and young people with a statement of special educational needs which recommends placement in a specialist setting;

• provision for children and young people from early years and primary, through to post-primary, including post-16;

• equitable access to specialist pupil support services;

• access to a broad and balanced curriculum to meet the diverse needs of pupils delivering improved pupil outcomes;

• strategic decisions to be made in relation to sufficient long-term capacity to meet demand for places, taking account of the NISRA definition of rural and urban in relation to area planning3;

• collaborative work with health and social care trusts to ensure there is an integrated and tiered model of therapeutic support for children and young people with special educational needs (referred to by health as universal, targeted, specialist);

• DE/Minister to scrutinise EA proposals against the set of agreed criteria and indicators that reflect the DE legislation and policy”; and

• the development of a strategic area plan for Special Schools and Specialist Provisions and associated operational plans which outline the estimated capital and resource requirements to deliver the proposals.

The identification of changes to specialist provision in individual schools will be detailed in the operational plans and therefore sits outside the scope of this Framework. The Framework is therefore not intended to:

• identify individual changes to schools or areas;

• make changes to current pupil placements;

• be a review of the SEN statementing process; or

• be a mechanism to determine a specialist provision curriculum.

3 Definition as defined by the Northern Ireland Statistics and Research Agency – Review of the Statistical Classification and Delineation of Settlements, March 2015.

https://www.nisra.gov.uk/publications/review-statistical-classification-and-delineation-settlements

https://www.nisra.gov.uk/publications/review-statistical-classification-and-delineation-settlements


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2 Why is Change Needed? 2.1 Background In March 2015, a Ministerial commissioned Review of Special School Provision in Northern Ireland was published. The review made a total of 12 recommendations which can be found in Appendix 1. One of these related specifically to specialist provisions in mainstream schools and is detailed below:

• ‘A separate review of Learning Support Centres (LSC) provision is carried out to ensure equity of provision across each ELB to supplement the findings of this report.’

Following this review, in 2016 the EA began the process of collating available data on the specialist provision in mainstream schools from across the legacy ELBs. This provided information on placements as well as mapping the continuum of provision between primary and post-primary schools. The process highlighted regional and sectoral differences in accessibility of provision, identifying geographical areas where availability of places was not adequate to meet local assessed need. It culminated in a regional audit of provision which has been produced annually since 2019/20. This audit will continue to take place on an annual basis to inform future planning. The EA recognises the importance of a range of provision across a continuum of support for pupils with special educational needs. This includes support in mainstream schools, through to specialist pupil support classes within mainstream schools as well as special schools. While this full range of provision exists in some geographical areas of Northern Ireland, there are significant inconsistencies across the region in relation to the accessibility of the full range of provision for some pupils which is recognised and which requires redress. The EA is seeking to put in place an ambitious programme to provide pupils and parents with a greater level of equity in the availability of specialist provision in mainstream schools across the region. This will provide greater access to inclusive educational opportunities for pupils with a statement of special educational needs by addressing the geographical, sectoral and linguistic sector inconsistencies which currently exist, particularly in the Irish Medium sector. The delivery framework for area planning is linked to the EA’s vision to: 'Inspire, support and challenge all our children and young people to be the best that they can be'. EA is committed to ensuring that this applies to all children and young people with special educational needs so that the educational provision that they access gives them the best start in life, assists them to become progressively independent and optimises their educational progress, personal and life outcomes.


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2.2 Rationale for Change The Special Educational Needs and Disability (Northern Ireland) Order 2005 (SENDO) increases the rights of children and young people with special educational needs and/or disabilities to be educated and have their special educational needs met in mainstream schools. Importantly, it also ensures that children with disabilities are not disadvantaged compared to their peers in school. The Special Educational Needs and Disability Act (Northern Ireland) 2016 further strengthens the rights of children and young people with special educational needs and/or disability to be educated in mainstream schools and is therefore a key strategic priority for the EA. The Act is set in the context of the raising standards agenda and includes ensuring the child is placed firmly at the centre of the processes of early identification, assessment, provision and review; the special educational needs provision for all children is met by the school and, as appropriate, and support by the EA; the capacity of all schools to address special educational needs; and a clear focus on learning and outcomes for pupils with special educational needs. In meeting the requirements of the above, specialist provisions in mainstream schools exist to meet the special educational needs of pupils whose statement indicates that specialist teaching within a small group setting is most appropriate. The specialist provisions provide a learning environment which has a level and form of support not readily available in a mainstream class, with fewer pupil numbers and with a higher level of adult support, including a teacher and a minimum of one classroom assistant. The setting can offer a modified curriculum that offers greater opportunity to balance learning opportunities with that of developing important life and social skills. The EA monitors the number and type of specialist provisions in mainstream schools annually to inform the Area Planning process. While there are almost 1,000 mainstream primary and post-primary schools in Northern Ireland, only 93 schools have approved specialist provisions. Regionally, this represents less than 10% of mainstream schools. A breakdown of the approved provisions by council area highlights the significant level of variation and inconsistency in provision on a geographical basis – see Appendix 2. In total, Education Authority records show that there are currently 214 specialist classes within these 93 mainstream primary and post-primary schools. Some of these 93 schools have more than one class depending on the age ranges and the needs of the children and young people. Change is required urgently as a result of the significant increase in pupils with statements of special educational needs in all settings as set out in Table 1.


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Table 1: Special Educational Needs Trends – 2015/16 – 2020/21 (DE Census)

2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 % Change 2015/16 – 2020/21

Pupils Enrolled 339,127 341,257 343,574 346,368 348,928 351,739 3.72%

Pupils with a Statement of Special Educational Needs

16,572 17,037 17,837 18,425 19,208 20,505 23.73%

Pupils with a Statement as a percentage of the overall pupil population

4.89% 4.99% 5.19% 5.32% 5.50% 5.83% N/A

Pupils with a Statement - Mainstream with Support

9,917 10,142 10,605 10,994 11,499 12,277 23.80%

Pupils with a Statement - Specialist Provision in Mainstream School

1,751 1,806 1,846 1,908 1,915 2,173 24.10%

Pupils with a Statement - Special School*

4,904 5,089 5,386 5,523 5,794 6,055 23.47%

* In addition to the figures shown, there are some cases of exceptional circumstances where a child or

young person is accessing a placement prior to completion of statutory assessment process.

As identified in Table 1, above, there has been a significant increase in demand for specialist provision places in mainstream schools across the region in recent years. This has placed a demand on the limited number of places available not least in the areas where there are significant geographical and sectoral inconsistencies in relation to the accessibility of provision for some pupils. In areas where formally approved provision is not available and in order to meet the assessed needs of pupils in a timely fashion, the EA has funded teachers and classroom assistants to support pupils recommended for such provision. This is a temporary measure, referred to as resource provisions, and will be reviewed through the Area Planning process. From 2015, the EA has funded 106 resource provisions classes across primary and post-primary schools to meet the needs of pupils with cognition and learning needs, and separately autism. This was to address some of the local pressures in relation to the absence of approved specialist provision in some areas. There were 47 classes, established across primary and post-primary schools for the 2019/20 and 2020/21 academic years with a further 39 resource provisions approved for the 2021/22 academic year. The EA is seeking to deliver a greater level of accessibility within the context of the following challenges:

• an increasing demand for specialist provision in mainstream schools places;

• an increasing pressure on special schools as a result of the lack of specialist provision in mainstream schools;

• a changing and more complex presentation of special educational needs as a result of a number of factors including early identification and increased diagnostics;


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• an inequality and inconsistency in the type of provision offered across the region; and

• a need to ensure the effective and efficient use of resources, including enhanced working across the education and health and social care sector particularly in a challenging financial climate.

In seeking to deliver a greater level of accessibility the EA will:

• improve outcomes for children with a statement of special educational needs attending mainstream schools; demonstrating progression and attainment in relation to their assessed ability and special educational need;

• ensure there is capacity across our schools to meet current and projected demand for places within specialist provision in mainstream schools; and

• to be more agile, flexible and responsive to meeting identified pupil need.


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3 What is a Specialist Provision? A specialist provision is educational provision in a small group environment for children and young people with a statement of special educational need which indicates that specialist teaching within a small group setting is most appropriate45. A specialist provision is resourced with its own full-time teacher and full-time classroom assistant(s) to provide an extra level of support for pupils. Specialist provisions cater for pupils with a range of special educational needs. The pupils follow the Northern Ireland Curriculum at a level which suits their individual needs and abilities. The needs catered for may include children with, for example, Learning Needs, Down Syndrome, Autistic Spectrum Disorder, Social, Behavioural and Emotional Well-being, Complex Medical Needs and Global Developmental Delay6. The EA is responsible for:

• ensuring a network of specialist provisions across primary and post-primary, and across sectors within a local area;

• the placement of children in specialist provisions in a mainstream school following consideration of their assessed needs by professionals across education and health in partnership with parents as set out in the statutory process; the child or young person will be registered to the mainstream school identified in their statement;

• funding, resourcing, staff training and monitoring of specialist provision in a mainstream school to support children with a statement of special educational needs.

The Board of Governors of the mainstream school is responsible for:

• recruiting staff for the specialist provision;

• governance of the specialist provision;

• ensuring an appropriate level of integration for pupils with their mainstream peers; and

• working collaboratively with other schools within the local area network of specialist provisions and the relevant health and social care trust.

In meeting the needs of children to ensure progression and attainment in relation to their assessed ability and special educational need, specialist provisions exist across the Key Stages in both primary and post-primary settings. There is flexibility within this model of provision to allow a child to move through the Key Stages availing of specialist provision or, reintegrating fully into a mainstream placement, where

4 There are a number of Speech and Language provisions attended by children who do not hold a statement of special educational needs. 5 A child in the process of statutory assessment may be considered for placement in a specialist provision – a decision that will be informed by relevant professionals. 6 EOTAS provision is not within the scope of this framework but offers small group provision for some children with a statement of special educational needs.


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appropriate. The educational journey is informed by assessed need, involving professional advice and input from the school and parents. In particular, the views of children and young people must be given serious consideration. Children and young people placed in specialist provision should have the same opportunities as their mainstream peers to integrate fully at a level, time and pace suitable to their special educational needs. The EA is committed to promoting inclusion and therefore it is important that this is reflected in this continuum of provision. 3.1 Terminology

Historically, within the former ELBs, and still within the EA, there remains a range of terms to describe specialist provisions. In some areas these are referred to as units while in other areas they are referred to as Learning Support Classes. The EA needs to bring regional consistency to the description of classes that meet the needs of pupils with special educational needs. To avoid further confusion, and with the phased implementation of the new SEND Act (2016) and the future description of Special Educational Needs Coordinators (SENCOs) as Learning Support Coordinators (LSCs), there is a need to set out an agreed terminology. It is also important to draw a distinction at this point between specialist provisions and a range of learning support measures put in place by some schools to provide for pupils with special educational needs within the mainstream classes. These learning support measures are individual school arrangements and funded by the school through their budget. Moving forward 'specialist provision’ will be used as an overarching term by the EA. Each provision will have a focus on a particular type of special educational need eg Specialist Provision (Learning), Specialist Provision (Social Communication) or Specialist Provision (Autism).


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4 The EA’s Vision for Specialist Provision in Mainstream Schools The EA’s vision for specialist provision is child-centred and has been informed by and modified to reflect the consultation undertaken with school leaders, parents, children and young people, governors, staff and other key stakeholders on the draft Framework. The consultation is available at https://Draft Framework for Specialist Provision in Mainstream Schools - Consultation.

The vision: flexible and agile specialist provision to ensure children and young people with a statement of special educational need7 which recommends placement in a small group setting will have access to the most appropriate SEN placement which: - is available at their nearest suitable mainstream school with specialist provision; - provides pupils with equitable access to excellent provision which meets the

individual needs of the child or young person; - provides a pathway of provision for all ages and stages of development; - is responsive to changing educational, physical and medical needs; - is inclusive, providing opportunities for education alongside mainstream peers.

The EA’s vision for children and young people in specialist provisions in mainstream schools is to provide the best educational experiences, equality of opportunities and pathways leading to positive outcomes and experiences of the highest quality. In realising this vision, children and young people should have access to the most appropriate SEN placement, as described below. At their nearest suitable specialist provision

Through having specialist provision in mainstream schools located close to where children live the EA wants to minimise the time spent travelling to and from school, in line with their mainstream peers. The EA is also committed to providing opportunities for children and young people to be educated at suitable specialist provision in a suitable sector, again in line with their mainstream peers. Equitable access to excellent provision which meets the individual needs of the child or young person By having provision which is consistent in the education and interventions offered, EA will provide pupils with equitable access to excellent provision, which meets individual needs. This will include ensuring there is a highly skilled and diverse workforce across all areas of Northern Ireland. Collaborative working with the health and social care sector will also be strengthened to help ensure the delivery of an integrated and consistent model of intervention. Provides a pathway of provision for all ages and stages of development

By having specialist provision in mainstream schools which are for all ages and stages of development the EA wants to minimise the need for transition to other schools throughout a child’s educational journey. Availability of provision across primary and post-primary schools within local areas reduces parental uncertainty

7 A child in the process of statutory assessment may be considered for placement in a specialist provision – a decision that will be informed by relevant professionals.

https://www.eani.org.uk/publications/consultations/public-consultation-on-the-draft-framework-for-specialist-provision-in

https://www.eani.org.uk/publications/consultations/public-consultation-on-the-draft-framework-for-specialist-provision-in


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particularly at these transition points. This model also enables academic and pastoral progression across primary and post-primary phases with the wellbeing of the child at the centre. Responsive to changing educational, physical and medical needs The EA is aware that children and young people’s needs will change over time and it will be important that provision is flexible to meet these changing needs. Flexibility of provision will allow a child or young person to move through the Key Stages availing of specialist provision or, indeed, reintegrate fully into a mainstream placement, where appropriate. The educational journey is informed by assessed need, involving professional advice and input from schools and parents. As above, this flexibility of provision will reduce parental uncertainty across a child’s educational journey. The EA will seek to ensure appropriate resources, staff training and accommodation are provided to respond to changing needs. Inclusive, providing opportunities for education alongside mainstream peers The EA is committed to promoting inclusion for children accessing placement in specialist provision. Although the setting offers a specialist learning environment for children and young people, it is also a platform from which they can extend their experiences. The potential benefits of well-planned and managed inclusion for children and young people in a specialist provision are immense and may include:

• access to a broader curriculum alongside mainstream peers;

• improved academic achievement;

• greater opportunities for the development of friendships and relationships;

• opportunities to develop communication and social skills;

• better understanding and acceptance of a range of special educational needs amongst staff and pupils; and

• a greater respect for and appreciation of diversity within the whole school.


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5 Realising the Vision In realising the EA’s vision, the guiding principles and criteria below will inform the EA’s work with schools including staff and pupils, parents and co-operation and collaboration with other statutory partners including the health and social care organisations as well as the community and voluntary sectors. 5.1 Guiding Principles The EA will be:

• Child-centred – children with special educational needs have different and individual needs. Different types of provision will be required by different children to meet their individually assessed need, as part of our continuum of high quality provision and associated support; including their well-being and therapeutic needs. The best interests of the child is of paramount importance.

• Inclusive – ensure that children and young people with special educational needs can have opportunities for inclusion alongside mainstream peers as valued and equal members of the school community, encouraging and supporting them to reach their potential, participate and enjoy school life, alongside their peers. Community connections enrich the experiences of all children and young people and the whole school community in a range of different ways. Children and young people will be encouraged to fully participate and their views will be given serious consideration.

• Outcomes focused – evidence improved outcomes for children and young

people with special educational needs as well as increased independence in preparation for life beyond school. There is therefore a need for clear local evidence in terms of what is working to meet need, based on how our children are responding to interventions provided by highly skilled, competent and empathetic staff.

• Equitable – bringing consistency to the nature and type of specialist provision in mainstream schools across NI for children and young people is essential.

• Transparent – bring increased clarity and transparency in terms of how children and young people, parents and professionals access the full range of special educational support and provision available.

• Collaborative – work in partnership with other key stakeholders including health and social care trusts to help meet the special educational needs of children and young people.


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5.2 Specialist Provision in Mainstream Schools Criteria Schools for the Future – A Policy for Sustainable Schools (sustainable schools policy), for primary and post-primary schools is underpinned by a series of criteria and associated indicators in order to evaluate need and make suitable provision to meet this need. When considering specialist provision, the EA will seek to ensure schools satisfy the six criteria of the Schools for the Future: A Policy for Sustainable Schools, allowing for individual circumstances where appropriate; including new schools progressing towards sustainability. In realising the EA’s vision for Specialist Provision in Mainstream Schools, the EA has developed criteria, as well as indicators for each of these criteria which are set out below, to identify the gaps in our existing specialist provision in mainstream schools and to identify mainstream schools in which to establish additional suitable provision for future needs of children and young people with special educational needs. Cognisance will be given to newly established schools progressing towards the criteria as outlined. 5.3 Specialist Provision in Mainstream Schools Indicators The information that will be used to baseline, measure and monitor the indicators will be obtained from a variety of sources including the school, the EA, the Department of Education and the Education and Training Inspectorate.


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Figure 1: Specialist Provision in Mainstream Schools – Criteria and Indicators

Criterion A Quality Educational Experience

The school provides a broad and balanced educational experience that recognises the diverse needs, including individual assessed needs of all pupils. Pupils have access to appropriate educational opportunities and pathways that ensure progression and attainment in relation to their assessed ability and special educational need through maximum inclusive opportunities with their mainstream peers.

Indicators

1.1 The standards and the quality of learning and teaching at the school demonstrate the capacity for self-improvement.

1.2 There is a breadth to the curriculum to meet the diverse needs, including individual assessed needs of all pupils.

1.3 Attainment of accredited qualifications through appropriate educational opportunities and pathways ensuring progression, and including linkages with other schools, the FE sector or other providers.

1.4 The range of curricular and extra-curricular activities available for children including career guidance, PE, music, art, drama and STEM subjects; as well as life skills and personal development, demonstrates breadth and is reflective of the interests and strengths of pupils.

1.5 The quality of, and arrangements for, pastoral care including the active promotion of the principles of social justice in all areas of the formal and informal curriculum.

1.6 There is a positive ethos in relation to supporting and promoting the inclusion of pupils with special educational needs and is responsive with regards to its duty to make reasonable adjustments to meet pupil need, including communication with the relevant health and social care trust.


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Criterion B Strong Leadership and Management by Board of Governors and Principal

There is effective leadership and management within the school which positively affects morale and motivation and contributes to consistent high standards of attainment with clear direction and accountability. There is strong leadership and effective management in all areas of SEN within the school.

Indicators

2.1 Governors’ views on the school based on quantitative and qualitative evidence. 2.2 Composition of Board of Governors – skills and experience of Board members and

number of vacancies. 2.3 Effective management of staff attendance and absenteeism. 2.4 Levels and nature of staff turnover and unfilled staff vacancies. 2.5 Effective management of staff health and wellbeing. 2.6 Management of curricular and organisational demands on the principal and staff. 2.7 Leadership and management roles are supported and given adequate time and resource

allocation. 2.8 There is a school development plan in place and progress is being made to achieve the

plan’s aims and objectives. 2.9 Professional development of staff to ensure there is a highly skilled, specialist workforce,

reflected in the school development plan to reflect the changing special educational needs of pupils.

Criterion C Accessibility and Accommodation

Pupils requiring a specialist provision place can access this within a reasonable distance and travel time across both urban and rural areas in line with Schools for the Future: A Policy for Sustainable Schools. Specialist provision in mainstream takes account of both pupil and sectoral need recognising the DE’s duty to facilitate and encourage both Integrated and Irish Medium education. Proposed accommodation should be fit for purpose to enable specialist classes to be integral to the school.

Indicators

3.1 Distance to nearest suitable specialist provision in mainstream schools of the same sector for pupils in specialist provision is in line with distance travelled for mainstream peers.

3.2 Capacity in nearest suitable specialist provision in mainstream schools of the same sector.

3.3 The quality of the physical environment for learning and teaching ie the condition, energy and water efficiency and suitability of the buildings.

3.4 Proposed accommodation should be fit for purpose (in accordance with DE specification) to enable specialist classes to be integral to the school.


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Criterion D Clear Commitment to Inclusion

The school has a strong ethos in supporting and promoting the inclusion of pupils with SEN alongside their mainstream peers; and fulfils its duty to make reasonable adjustments to meet pupil need. The indicators here also recognise the development of life-skills and personal development, through inclusion with mainstream peers.

Indicators

Commitment from the school to work within an EA developed common framework of training for teaching and non-teaching staff in specialist provision so that the learning outcomes of pupils can be maximised. Opportunities for inclusion alongside mainstream peers as valued and equal members of the school community, encouraging and supporting them to reach their potential, participate and enjoy school life, alongside their peers.

Criterion E Strong links with the community

As well as offering specialist provision classes across key stages internally, the school is part of a network of specialist provisions that offer cross phase options within the local area. The school regularly engages with the SEN clusters. The school prioritises strong links and relationships with parents, health and social care trusts and the local community including, where appropriate, links with Further Education, Area Learning Communities, and other mainstream schools through the Entitlement Framework, Shared Education etc. These strong relationships enable the school to become an integral part of the community which impacts on the value that the community places on education and allows pupils to have access to enriched educational experiences.

Indicators

5.1 The school is part of a network of specialist provisions that offer cross phase and cross sectoral options within the local area.

5.2 The school prioritises strong links and relationships with parents, health and social care sector and the local community including, where appropriate, links with further and higher education, Area Learning Communities, and other mainstream schools.

5.3 The school regularly engages with SEN clusters and local networks of specialist provision in mainstream schools where they exist.


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Criterion F Stable enrolment trends

The school is sustainable in accordance with the Schools for the Future: A Policy for Sustainable Schools. Additionally, primary schools will have a minimum of seven class bases increasing the likelihood of being able to offer non-composite classes to facilitate integration for SEN pupils.

Indicators

6.1 A primary school seeking to establish a specialist provision in mainstream schools should have a minimum of seven class bases.

6.2 A post-primary school seeking to establish a specialist provision in mainstream schools should meet the sustainable schools policy’s minimum thresholds.


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6 Next Steps 6.1 Area Planning The Framework for Specialist Provision in Mainstream Schools will be used to inform future area planning for specialist provision throughout the region. Each specialist provision is an integral part of the network that makes up the education system which caters for the SEN needs and aspirations of all children and young people in an area. Any change to an existing specialist provision or the establishment of a new specialist provision must therefore be considered in this wider context. 6.2 Special Education Strategic Area Plan 2022-27 The Framework will inform a Special Education Strategic Area Plan 2022-27 which will run simultaneously with the Strategic Area Plan for Primary and Post-Primary Schools 2022-27. This draft Special Education Strategic Area Plan 2022-27 will be subject to consultation, and the responses will inform the final Special Education Strategic Area Plan 2022-27, due to be published in June 2022. Table 2 outlines the timescale for the Special Education Strategic Area Plan 2022-27:

Table 2: Timetable for the Special Education Strategic Area Plan 2022-27

September 2021 The Framework for Specialist Provision in Mainstream Schools and Special Schools Area Planning Framework Published

Summer/Early Autumn 2021 EA non-school and school stakeholder engagement

June - October 2021 Area Planning Steering/Working and Local Groups - Finalise the draft Strategic Area Plans and Operational Plans.

End November 2021 EA - complete internal approvals EA - submit final draft Strategic Area Plans* to the Area Planning Steering Group

Early January 2022 DE press release - EA commencement of the Strategic Area Plans* consultation

Early January – end March 2022 EA - Stakeholder consultation/engagement EA – develop and submit draft Operational Plans* to the Area Planning Steering Group

April 2022 EA - Consider and report to DE on the Strategic Area Plans* consultation findings

May 2022 EA - complete internal approvals

June 2022

EA - 7 June meeting of Strategic Planning and Policy Committee (final approval) EA - 8 June submission of Strategic Area Plans* and Operational Plans* to DE and Area Planning Steering Group

Mid June 2022 Minister’s statement to Assembly – Strategic Area Plans* consultation outcomes/next steps

Mid June 2022 EA - publish Strategic Area Plans* and Operational Plans* (to take effect on 1 September 2022) before schools close for summer

1 September 2022 Strategic Area Plans and Operational Plans - commence

* Strategic Area Plans include: Strategic Area Plan 2 and Special Education Strategic Area Plan * Operational Plans include: Operational Plan for Primary and Post Primary Schools and Operational Plan for Special Schools and Specialist Provision in Mainstream Schools


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6.3 Specialist Provision in Mainstream Schools – Pilot To bridge the gap between this Framework coming into operation and the publication of the Strategic Area Plan, the EA has agreed with DE to run a pilot from September 2021 to August 2022. A Ministerially approved mandate will inform the basis of the pilot. This pilot phase will test the efficacy of the Framework against the criteria and indicators provided in relation to the temporary resource provisions. This will enable the EA to bring forward proposals to establish, close or change specialist provision, either, initially, through the pilot or by aligning with the SEN Annual Plan of Arrangements, when it is agreed. This pilot will also be informed by the outcome of a previous pilot to establish, close or change Specialist Provision in Mainstream Schools. The details of which are included in Appendix 2. 7 Acknowledgements The EA extends its thanks to all schools and, in particular, the staff, governors, parents and pupils of special schools, the health and social care trusts, unions, politicians, key stakeholders and representative organisations and forums with a particular focus on children and young people, who participated in the consultation process on the draft Framework. Over the period of the consultation, 16 October 2020 to 12 April 2021, the EA engaged with approximately 1,000 stakeholders either through direct/virtual stakeholder engagement and received 152 online questionnaire responses. It is only through the engagement with stakeholders that the EA can ensure it is meeting the needs of children and young people with special education needs. The EA is committed to continued engagement on specialist provisions in mainstream schools.


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Appendix 1

Review of Special School Provision in Northern Ireland - Recommendations

In March 2015, a Ministerial commissioned Review of Special School Provision in Northern Ireland was published. The review made a total of 12 recommendations. These recommendations were the baseline for the EA’s consultation in seeking to reshape special school provision within a regionally consistent framework which is sufficiently flexible to meet the changing needs of children and young people with special educational needs.

One of these related specifically to the future structure and provision that should be accessible to children and young in special schools across the region and is indicated in blue below: 1 “DE funded special schools across the north of Ireland, should be developed with

a common structure and remit to support learners with significant and/or complex needs.

2 Pre-school provision should be accessed at all DE funded special schools. 3 Each Board (now EA) reviews the locations of their special schools in their future

area plans and collaborates with other boards as part of a regional planning framework to ensure that pupils travel the least distance necessary.

4 Special schools should provide for pupils aged 3-19 as common practice and

that the current statutory annual review is conducted for all pupils to ensure that the placement at a special school remains appropriate.

5 Under the revised model of delivery, pupils should attend their closest suitable

special school. 6 A consistent information management framework is established across the ELBs

to monitor enrolment trends and the needs of those pupils who attend special schools. Although not part of the detailed analysis of this review, it is deemed appropriate that enrolment trends in Learning Support Centres are also monitored as part of the continuum of special needs support.

7 Managing Authorities review enrolment trends of special schools to ensure that

the size and location of these schools is reviewed from an area planning perspective to meet the education and developmental needs of pupils.

8 A separate review of Learning Support Centres provision is carried out to ensure

equity of provision across each ELB (now EA) to supplement the findings of this report.

9 A separate review of outreach provision is carried out to ensure equity of

provision across each ELB (now EA) to supplement the findings of this report.


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10 Each ELB (now EA) reviews the provision in those special schools which

historically have had a regional dimension, in line with DE policies and in compliance with legislation to ensure that provision is developed in a consistent manner, while ensuring that the needs of all pupils continue to be met and that the expertise of the staff at these special schools is not lost.

11 The participation and contribution of special schools within Area Learning

Communities continues to be developed and enhanced. 12 Under the revised model of delivery the ELBs (now EA), should implement a

phased and managed process in terms of placement of pupils within the revised arrangements ensuring that all training needs of staff are addressed as part of the planning process.”


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Appendix 2

Outcome of consultation on the Pilot to establish, close or change Specialist Provision in Mainstream Schools Currently the establishment of, or change to, specialist classes within mainstream schools requires the publication of a statutory Development Proposal. The statutory Development Proposal process, as defined under Article 14 (1-9) of The Education and Libraries (Northern Ireland) Order 1986, is required to effect changes to schools which are considered to be significant, either to the school itself, or in relation to the impact on another school.

The Education Authority undertook a pilot to develop, test and agree a new process that will facilitate the establishment, closure or change of specialist provision at (sustainable) mainstream schools in an agile, efficient and expedient manner without the requirement for a statutory Development Proposal, on behalf of the Department of Education. The Pilot ran in parallel with the Department of Education and Education Authority’s consultations on the draft SEN Regulations and Code of Practice and Area Planning Frameworks respectively. Specifically for the pilot, the Education Authority undertook focused consultation with the schools identified in the pilot to gather the direct views of staff, governors and parents/guardians to inform the pilot as a process and the approval to specialist provision within individually named schools. Of the responses received from the draft Framework for Specialist Provision in Mainstream Schools – Pilot, 77% of respondents agreed with the aim of the pilot with 91% of the pilot school responses in agreement with the aim and objectives of the pilot. The responses received to the draft Framework for Specialist Provision in Mainstream Schools – Pilot, provides support for a more agile process for the establishment, closure or change to specialist provision in mainstream schools. The consultation on the draft Framework for Specialist Provision in Mainstream Schools clearly identified that there was an on-going need for specialist provision resources. Furthermore, the consultation identified that there was a shortfall in these provisions in some areas which needed to be addressed in the short, medium and longer term. Therefore, the EA will develop a five year Strategic Area Plan for Special Education 2022-27 to include specialist provision in mainstream schools, with accompanying operational plans to address these issues. A phased and managed process to any change will be an essential part of Area Planning to ensure parental confidence and appropriate professional development of staff, as specialist provision in mainstream schools is expanded/changed to meet pupil need. This will be taken forward in consultation with school leaders, Boards of Governors/Trustees, parents, children and young people, professional services and wider school community. Following this key stakeholder consultation, a specialist provision may be included in the SEN Annual Plan of Arrangements, which, itself, will be subject to a public consultation before endorsement by DE thereby ensuring robust consultation to establish, close or change a specialist provision in mainstream schools.


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214

19

110

37 39

93

7 110

3137

0

50

100

150

200

250

Approved, priorto 2017

ResourceProvisions - 2017





Specialist Provisons Schools with Specialist Provisions

Appendix 3

Number and Type of Specialist Provisions Across Northern Ireland In total, as shown in Figure 2, Education Authority records show that there are currently 214 approved specialist classes within 93 mainstream primary and post-primary schools. Some of these 93 schools have more than one class depending on the age ranges and the needs of the children and young people. In addition, the EA has put in place 106 specialist provision temporary measures within 86 schools (including existing and new settings), referred to as resource provisions, which will be reviewed through the Area Planning process.

Figure 2: Number of Specialist Provisions and Number of Schools with Specialist Provisions

Figures 3 and 4 below highlight the specialist provision which currently exists and the inconsistencies across the 11 local government districts at primary and post-primary level.


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Figure 3: Approved Specialist Provision in Mainstream Primary Schools

Local Government District Specialist Provision Classes

Antrim & Newtownabbey Ards & North Down Armagh City, Banbridge & Craigavon

Belfast

Causeway Coast & Glens Derry City & Strabane Fermanagh & Omagh Lisburn & Castlereagh Mid & East Antrim Mid Ulster Newry, Mourne & Down

Source: EA

Figure 4: Approved Specialist Provision in Mainstream Post-Primary Schools

Local Government District Specialist Provision Classes

Antrim & Newtownabbey Ards & North Down

Armagh City, Banbridge & Craigavon Belfast Causeway Coast & Glens Derry City & Strabane Fermanagh & Omagh

Lisburn & Castlereagh Mid & East Antrim Mid Ulster Newry, Mourne & Down Source: EA

Key Specialist Provision Type

Social Communication Unit (SCU)

Autism Specialist Class (ASC)

Learning Support Class (LSC)

Moderate Learning Difficulties (MLD)

Hearing Impairment Class (HIC)

Speech & Language Class (SLC)

Education Centre for Physical Difficulties (ECPD)

Social, Behavioural and Emotional Well-Being (SBEW)


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Figure 5: Specialist Provisions – Breakdown by Council and School

School Name Approved (Provision Type by Current Designation)

Resource Provision (Provision Type by Current Designation)

Antrim & Newtownabbey

Hollybank Primary School 2 (Learning)

Parkhall Primary School 1 (Learning)

Rathcoole Primary School 1 (Autism)

Six Mile Integrated Primary School 2 (Learning)

St James' Primary School

1 (Learning)

Abbey Community College 2 (Learning) 1 (Autism)

Ballyclare Secondary School 1 (Autism)

Glengormley High School 1 (Hearing Impairment) 2 (Autism)

Ards & North Down

Bloomfield Primary School 1 (Moderate Learning Difficulties)

Castle Gardens Primary School

2 (Speech & Language)

Kilcooley Primary School

2 (Learning) 1 (Autism)

St Mary's Primary School 1 (Moderate Learning Difficulties) 1 (Autism)

Towerview Primary School 1 (Moderate Learning Difficulties)

Westwinds Primary School 1 (Moderate Learning Difficulties) 1 (Learning)

Movilla High School 2 (Autism)

Priory College 4 (Social Communication)

Armagh City, Banbridge & Craigavon

Armagh Christian Brothers' 1 (Learning) 1 (Autism)

Ballyoran Primary School 1 (Learning)

Carrick Primary School 3 (Learning) 2 (Speech & Language)

Edenderry Primary School, Banbridge 3 (Learning)

Edenderry Primary School, Portadown 2 (Learning) 1 (Autism)

Portadown Integrated Primary School

1 (Learning)

St Anthony's Primary School 2 (Learning) 2 (Autism)

St Mary's Primary School 2 (Learning) 1 (Autism)

St Patrick's Primary School

1 (Learning)

The Armstrong Primary School 2 (Learning) 1 (Autism)

Tullygally Primary School

2 (Severe Learning Difficulties)

Banbridge High School 3 (Learning) 1 (Learning)

City of Armagh High School 2 (Learning) 2 (Autism)

Clounagh Junior High School 3 (Learning)

Lismore Comprehensive School 2 (Learning) 1 (Autism)

1 (Autism)

St Patrick's College 2 (Learning)

Tandragee Junior High School 2 (Learning)

Belfast

Belvoir Park Primary School 3 (Social Communication) 2 (Speech & Language)

Cregagh Primary School 2 (Hearing Impairment)


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Currie Primary School 1 (Speech & Language) 1 (Learning)

Edenbrooke Primary School 2 (Learning)

Elmgrove Primary School 2 (Learning)

Glenwood Primary School 2 (Learning) 2 (Autism)

Harding Memorial Primary School 1 (Learning) 1 (Autism)

Holy Cross Boys' Primary School

1 (Autism)

Holy Evangelist Primary School

2 (Social Communication)

Holy Trinity Primary School 4 (Learning)

Knockbreda Primary School 2 (Moderate Learning Difficulties)

Sacred Heart Boys' Primary School

1 (Autism)

Scoil na Fuiseoige

1 (Autism)

Seaview Primary School

1 (Autism)

St Kieran's Primary School 1 (Moderate Learning Difficulties) 2 (Learning)

St Paul's Primary School

2 (Autism)

St Teresa's Primary School 3 (Speech & Language)

Taughmonagh Primary School 3 (Speech & Language)

The Good Shepherd Primary School

2 (Social Communication) 1 (Autism)

All Saints College

1 (Learning)

Ashfield Boys High School

3 (Autism)

Coláiste Feirste

1 (Autism)

De La Salle College

1 (Learning) 2 (Autism)

Mercy College

3 (Autism)

St Joseph's College 4 (Social Behavioural Emotional Wellbeing)

Causeway, Coast & Glens

Ballykelly Primary School 2 (Speech & Language)*

Ballymoney Model Controlled Integrated Primary School

1 (Speech & Language)

Ballysally Primary School 2 (Learning)

D H Christie Memorial Primary School 2 (Learning) 1 (Autism)

Harpur's Hill Primary School 2 (Learning)

St Brigid's Primary School 2 (Learning)

Ballymoney High School 3 (Learning)

Coleraine College 3 (Learning) 1 (Autism)

Our Lady of Lourdes High School 3 (Learning) 1 (Learning) 1 (Autism)

Derry City & Strabane

Drumahoe Primary School 1 (Learning) 1 (Autism)

Ebrington Primary School 2 (Speech & Language)

Londonderry Model Primary School 1 (Learning) 1 (Autism)

Sion Mills Primary 1 (Speech & Language)

St Anne's Primary School 2 (Speech & Language)*

St Brigid's Primary School 1 (Learning) 1 (Autism)

St Catherine's Primary School

1 (Learning)


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St Oliver Plunkett Primary School

1 (Autism)

Lisneal College 2 (Learning) 1 (Autism)

St Brigid's College 2 (Autism) 3 (Autism)

St Joseph's Boys' College

1 (Autism)

Fermanagh & Omagh

Enniskillen Integrated Primary School

1 (Learning)

Enniskillen Model Primary 2 (Speech & Language)

Gibson Primary School 2 (Speech & Language)

Holy Trinity Primary School 1 (Learning) 1 (Autism)

Jones Memorial Primary School 1 (Learning) 1 (Autism)

Omagh County Primary School 1 (Learning) 1 (Autism)

St Joseph's College

1 (Learning)

Lisburn & Castlereagh

Brooklands Primary School

2 (Autism)

Carryduff Primary School 2 (Social Communication)

Fort Hill Integrated Primary School

1 (Autism)

Knockmore Primary School 3 (Social Communication) 4 (Speech & Language)

Seymour Hill Primary 2 (Moderate Learning Difficulties)

St Colman's Primary School 2 (Moderate Learning Difficulties)

Dundonald High School 3 (Moderate Learning Difficulties)

Fort Hill Integrated College


St Patrick's Academy 2 (Moderate Learning Difficulties)

Mid & East Antrim

Dunclug Primary School

1 (Autism)

Moyle Primary School 3 (Learning)

Woodlawn Primary School

1 (Autism)

Dunclug College

1 (Autism) 1 (Learning)

Larne High School 2 (Learning) 2 (Autism)

Mid Ulster

Cookstown Primary School 2 (Learning) 2 (Autism)

Dungannon Primary School 2 (Learning) 1 (Autism)

1 (Autism)

Holy Trinity Primary School 1 (Learning) 1 (Autism)

1 (Learning)

Primate Dixon Memorial Primary School 1 (Learning) 1 (Autism)

St Brigid’s Primary School

1 (Autism)

St Mary's Primary School 2 (Learning) 1 (Learning)

St Patrick's Primary School 1 (Speech & Language) 1 (Learning)

2 (Learning)

Cookstown High School 2 (Learning)

Magherafelt High School 2 (Learning)

St Ciaran's High School 1 (Learning)


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St Joseph's College 2 (Learning) 2 (Autism)

2 (Autism)

St Patrick's College 2 (Learning) 2 (Autism)

Newry, Mourne & Down

Cumran Primary School 2 (Social Communication)

Downpatrick Primary School 3 (Learning) 1 (Learning)

Kilkeel Primary School 1 (Learning) 1 (Autism)

Our Lady and St Patrick's Primary School

1 (Autism)

St Clare's Abbey Primary School 1 (Physical Difficulties)

St Colmcille's Primary School 2 (Learning) 2 (Learning)

St Dallan’s Primary School

1 (Autism)

St Joseph's Convent Primary School 2 (Learning) 1 (Autism)

1 (Learning)

St Joseph's Primary School 2 (Learning) 2 (Autism)

St Malachy's Primary School 3 (Learning)

St Ronan's Primary School

1 (Autism)

Windsor Hill Primary School

1 (Severe Learning Difficulties)

Blackwater Integrated College 3 (Moderate Learning Difficulties)

De La Salle Secondary School 1 (Moderate Learning Difficulties)

Kilkeel High School 1 (Learning)

Newry High School

1 (Autism)

St Joseph's Boys' High School 2 (Learning)

St Joseph's High School 1 (Learning)

St Malachy's High School 5 (Moderate Learning Difficulties)

St Mark's High School 1 (Physical Difficulties)

St Mary’s High School 1 (Moderate Learning Difficulties)

St Paul's High School 3 (Learning) 1 (Autism)

The High School Ballynahinch


* Schools are currently operating 1 class


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Appendix 4

The Legislative Context When developing a framework for specialist provision in mainstream schools the EA must proceed within a clear legislative and policy framework to ensure that the needs of children with special educational needs are met. Core to the protections for children with special educational needs is The Education (Northern Ireland) Order 1996 which is a key piece of legislation in regard to children and young people with learning difficulties and special educational needs. The 1996 Order placed responsibility for securing provision for learners with special educational needs with the EA and schools. The provisions in the Education (Northern Ireland) Order 1996 also introduced significant new rights for parents, including increased parental involvement and provided an independent means of challenging decisions and appeal against EA decisions. The 1996 Order also provided for:

• the formal introduction of a statutory Code of Practice on the identification and assessment of special educational needs, to which schools and EAs are required to have regard in dealing with all learners with special educational needs; and

• the setting of statutory time limits on EA for completing special educational needs assessments and issuing proposed statements to parents.

Under Article 3(5) of the Education (Northern Ireland) Order 1996 a special school is defined as a 'controlled or voluntary school which is specially organized to make special educational provision for pupils with special educational needs and is recognised by the Department as a special school' The Code of Practice (1998) provides statutory guidance on how the legislation regarding the identification and assessment of special educational needs is to be delivered in schools and sets out the practical steps for implementing the legislative framework. The Special Educational Needs and Disability (Northern Ireland) Order 2005 (SENDO) increases the rights of children and young people with special educational needs and/or disabilities to be educated and have their special educational needs met in mainstream schools. Importantly, it also ensures that children with disabilities are not disadvantaged compared to their peers in school. The Supplement to the Code of Practice (2005) supplemented the Code of Practice (1998) so that it reflected the changes introduced by SENDO in 2005 in identifying and supporting pupils with special educational needs and/or disabilities. The Children's Services Co-operation Act (Northern Ireland) 2015 required improved cooperation amongst Departments and Agencies and places a duty on children's authorities, as defined by the Act, to co-operate where appropriate, in order to deliver services which will improve the well-being of children and young people. This duty has particular relevance within the area planning context as EA strives to have increased equity in educational and therapeutic provision across the organisation.


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The Special Educational Needs and Disability Act (Northern Ireland) 2016 will have a phased implementation. This legislation broadens special educational needs to include disabilities. The SEND Act further strengthens the rights of children and young people with SEND to be educated in mainstream schools and is therefore a key strategic priority for the EA. The Act is set in the context of the raising standards agenda and includes ensuring the child is placed firmly at the centre of the processes of early identification, assessment, provision and review; the special educational needs provision for all children is met by the school and, as appropriate, complemented by the EA; the capacity of all schools to address special educational needs; and a clear focus on learning and outcomes for pupils with special educational needs. As the EA commences the implementation of duties linked to the SEND Act (2016) this will enable further transparency to our provision in both special schools and in specialist provisions in mainstream schools to meet the needs of children and young people with special educational needs. This will be reflected in the EA's Plan of Arrangements for Special Educational Needs. It is proposed that the period for consideration in relation to the commencement of a decision to commence a statutory assessment be reduced from six weeks to four weeks. A newly established independent Dispute Avoidance and Resolution Service has been operational since September 2019. This legislation also places a requirement on schools and the EA to support children and young people as active participants in making decisions about managing their special educational needs within the education system. This strengthens the importance of listening to children and young people. The new SEN Regulations and the new SEN Code of Practice have been subject to consultation and DE is considering the outcome of the consultation prior to publication. The DE published Schools for the Future: A Policy for Sustainable Schools in January 2009 which has, as its vision, an estate of educationally sustainable schools planned on an area basis, with a focus on sharing and collaboration. It is important to note that the Sustainable Schools Policy does not apply to special schools but, by contrast, the core elements of this policy are particularly relevant when considering the establishment of specialist provisions in mainstream schools. In this context, developing specialist provisions in sustainable mainstream schools not only ensures the long-term sustainability of the provision but provides improved opportunities for inclusion and integration of SEND pupils within a school community as well as access to a broad and balanced curriculum. The Sustainable Schools Policy states that the minimum (not optimal) enrolments for new primary schools should be 140 pupils for primary schools in urban areas and 105 pupils for primary schools in rural areas. It also states that post-primary should have a minimal enrolment of 500 pupils. The policy states also that the minimum (not optimal) enrolment for a new sixth form in an 11-18 school should be 100 pupils.

framework for specialist provision in mainstream schools

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