What exactly is now being proposed?
The complete set of proposals which the cabinet looked at on 21 May 2008 was:
Special School Proposal
- Establish at Bamburgh a new 120 place Generic Primary (2-11) Special School linked to a mainstream primary school fully operating as a primary provision by 2012 at the earliest. This would enable us to benefit from new purpose built accommodation already attached to a new Disability Discrimination Act compliant mainstream primary school
- Establish a new 135-place Generic Secondary (11-19) Special School, co-located (but with a physical link) with a mainstream secondary school (Hebburn) by 2012 at the earliest
- Close Bamburgh School (2-19 year olds), Oakleigh Gardens School, Greenfields School, Margaret Sutton School, Epinay Business and Enterprise School
Behaviour Support
- Alternative Education Service: Remodel as part of the development of behaviour support in secondary and primary
- Provide a new building for the Galsworthy Centre School (secondary Emotional, Social and Behavioural Difficulties School - 50 places) co-located with a remodelled ‘revolving door’ (AES) secondary Pupil Referral Unit (50 places) linked to the BSF programme on the Margaret Sutton site by 2013 at the earliest
- In collaboration with School Partnerships and partner agencies develop proposals for a Behaviour Support Service
SEN Units
- Close the Key Stage 2 Biddick Hall Behaviour Support Unit
- Create a Key Stage 1 and Key Stage 2 primary Behaviour Provision attached to the proposed new mainstream primary school emerging from the Lukes Lane and Bedewell Primary Schools TOPs proposal, by 2012 at the earliest
- Attach a primary Speech and Language Provision on the site of a new primary school - (Hedworthfield / Fellgate TOPS proposal) by 2015 at the earliest. -This would be a 24 place dedicated speech and language provision attached to a mainstream primary school, offering outreach, training facilities, early intervention and support through a coordinated multi-agency approach, working with teachers, children and families
- Attach primary provision for Autism on the site of a new primary school – (Fellgate / Hedworthfield TOPS proposal) by 2015 at the earliest. This would be a 30 place dedicated provision for autism, attached to a mainstream primary school, offering outreach, training facilities, early intervention and support through a coordinated multi-agency approach, working with teachers, children and families
- Retain the primary Hearing Impaired provision at Simonside Primary School when it is provided with a new building co-located with St Mary’s RC Primary School proposed for 2017. This would remain a 24-place dedicated hearing impaired provision, attached to Simonside Primary School, offering outreach, training facilities, early intervention and support through a coordinated multi-agency approach, working with teachers, children and families
- Maintain an Early Years Diagnostic provision using specialist facilities attached to Ashley Primary School. This would retain a base providing detailed assessment and intervention for 6-8 pre-school and Foundation Stage children presenting with very complex/profound difficulties, with a view to returning / placing them in the most appropriate educational setting
- Close the Primary Specific Learning Difficulties Unit- (Temple Park) by 2011 at earliest. Make additional resources available to the Educational Psychology Service who will provide an outreach support to pupils with Specific Learning Difficulties (Dyslexia) in mainstream schools
- Explore the development of a Secondary Communication and Interaction Resource Base for students with Communication and Interaction difficulties in a mainstream secondary school linked to BSF proposals
How were the proposals arrived at?
The review of SEN has been discussed in South Tyneside for some years.
In July 2007 councillors agreed the Inclusion Strategy for Schools and Educational Settings.
More recently, council officers and headteachers looked at various possibilities how to achieve the agreed intended outcomes of a reorganisation.
The current proposals are the work of the council's Children and Young People Directorate.
What are the overall aims and criteria for the SEN review?
In order to achieve more inclusive provision we must ensure:
- There is improved access to suitable accommodation, equipment and wider school facilities
- There is improved access to specialist staff both educational and multi-professional in phase specific provisions i.e. primary and secondary school settings
- We have an improved supply of suitable places through the development of attached specialist provisions at primary and secondary schools. (An attached specialist provision within a mainstream school is where Statemented and non-Statemented pupils with specific types of SEN can be taught wholly or mainly in separate classes but with opportunities for inclusion into mainstream school as appropriate/or largely in mainstream but with easy access to specialist facilities as required)
- More children and young people with SEN are able to enjoy a successful education in their mainstream school. This includes children and young people who are at risk of social exclusion or underachievement (e.g. vulnerable groups)
- Access to focused workforce development is on-going in order to build the skills and confidence of staff in mainstream schools that will enable them to meet a broader range of need
- Through the development of a Behaviour Support Service we provide coordinated support and intervention to children and young people, school partnerships and families
- The remit of the Alternative Education Service is reviewed in collaboration with School Partnerships and other key partners in order to ensure that it meets the needs of schools and the LA within the context of the inclusion agenda
- The development of Service Level Agreements with mainstream schools allows for the delegation of resources and responsibilities for meeting a range of needs to schools and providers
- The reliance on statements for the allocation of resources for children with less complex needs is reduced
- Fewer children and young people have their SEN needs met outside of the borough
- Effective partnerships are developed with all stakeholders based on shared values and aims
- Early intervention, particularly through improved access to data, leads to the efficient allocation of resources to meet a range of needs
- Transparent systems reduce bureaucracy and support effective monitoring and evaluation of the impact of support, challenge and intervention
We also want all our children and young people to grow up understanding and accepting others with a range of additional needs.