SPECIAL EDUCATIONAL NEEDS WITHIN THE EDUCATION SYSTEM

Under the terms of the Education Act 1996, all pupils have a right of access to the National Curriculum and all schools (including special schools) are required to deliver the National Curriculum, which is sufficiently flexible to accommodate different paces and styles of learning.  The Qualifications and Curriculum Authority, which is responsible for all curriculum and assessment arrangements in England, publishes detailed subject-based guidance as to how to include pupils with special educational needs in the national curriculum, including a formal, nationally applicable, framework for assessment of children’s attainment (www.qca.org.uk/inclusion). While there are procedures for headteachers to make temporary exceptions from the National Curriculum for pupils, this option is rare, largely on account of the flexibility of the National Curriculum application.

The first option for pupils with special educational needs will always be, by law, the local, or preferred, mainstream school.  However, if this is not suitable to meet their needs, provision is available in ‘resourced’ schools (schools which can guarantee resources and staff expertise to meet the needs of pupils with special educational needs – usually in a particular ‘category’ of need and regarded as an area resource).  About one per cent of the school population is educated in special schools, though the proportion varies according to the particular local authority.   

(See the legislation on disability discrimination under Legal System)

Assessment of the attainment of pupils with special educational needs
Children in early years provision are observed and their achievements recorded in a foundation stage profile which is intended to provide a picture of what a child has achieved, knows and can do. The Foundation Stage Profile Handbook (QCA, 2002) (www.qca.org.uk) provides general guidance for teachers, including those responsible for children with a range of special needs.

All pupils are assessed at the end of each of the four Key Stages of education (age 7+, 11+, 13+ and 16+).  All National Curriculum subjects have attainment targets and end-of-key-stage assessment in the first three key stages is via external, national, testing and teacher judgement based on teacher records.   Pupils are awarded a ‘level’ of attainment.  There is a series of graduated ‘level descriptions’ with an indicative range for each end-of-key stage assessment; the government sets targets for the proportion of pupils at each of these levels and LAs are required to set local targets, together with an action plan for achieving them.  A series of ‘preparatory’ levels, known as the P scales, has been developed to lead up to level 1 of the National Curriculum assessment for pupils with learning difficulties who make slower than normal progress and whose progress would otherwise not be captured by the staged approach appropriate for other pupils (www.qca.org.uk/inclusion).   The P scales have now been made part of the National Curriculum.

At Key Stage 4, pupils take externally set public examinations (the General Certificate of Secondary Education or General National Vocational Qualifications).  Entry Level Awards are designed for pupils with special educational needs.  A Foundation Learning Tier is being developed to bring  a more focused and strategic approach at Entry Level and Level 1 for learners aged 14-19 and adults.  The Tier will help meet the needs of many young people with learning difficulties and disabilities and ensure that they get recognition for their achievements.  A key feature of the Foundation Learning Tier will be the establishment of progression pathways; clear stepping stones that will enable learners to access a first full Level 2 programme.  They will establish appropriate progression routes to Level 2 but also to positive destinations such as employment or independent living.  Phased implementation of the Progression Pathways will begin from September 2008 with full implementation by 2010.   

All schools are required to set targets for pupils with special educational needs.  Guidance is available from DCSF and QCA (DfEE/QCA, 2001); there is also specific guidance on target-setting for pupils with emotional and behavioural difficulties (www.qca.org.uk/inclusion)