Ofsted and the Care Quality Commission (CQC) have initiated a new series of thematic visits to assess the support provided to children with special educational needs and/or disabilities (SEND) who are not in school.
Thematic Visits to Evaluate Support for Children with SEND
Ofsted and the CQC have published guidance for the next series of thematic visits, aimed at understanding how well children with SEND who are not in mainstream school settings are being supported.
These visits, scheduled to begin shortly, will focus on the effectiveness of local area partners in providing cohesive support across education, health, and social care.
Focus on Transition to Adulthood and Joint Working
The thematic visits will delve into all phases of a child with SEND’s transition to adulthood, from early years settings through to post-16 education. The primary objective is to determine the extent to which local area partners are working together effectively to support these children.
Inspectors will explore factors that enable or prevent successful collaboration among local agencies, providers, parents, children, and young people.
Broader Implications for SEND Support Systems
These thematic visits are part of a broader effort to reform the SEND and alternative provision system in England. The government is committed to ensuring earlier intervention, consistent high standards, and less bureaucracy, as outlined in the SEND and Alternative Provision Improvement Plan.
The findings from these visits will contribute to policy development, aiming to create a more transparent, collaborative, and child-focused SEND system.
Statistics and Implementation Details
- Inspections will involve a small number of local areas each academic year.
- The visits will result in published reports highlighting good practice and challenges.
- The focus includes early years settings, post-16 education, and the transition to adulthood.
Leadership Response
The creation of these thematic visits underscores our commitment to ensuring every child with SEND receives the right support, in the right place, at the right time.
Gillian Keegan, Education Secretary.
The Education Secretary’s statement reflects the government’s emphasis on improving outcomes for children with SEND, ensuring they have access to supportive learning environments that meet their needs.
Progress and Targets
- The government has already opened 108 special free schools since 2010, with a further 93 planned.
- A record 60,000 additional special school places are being created.
- The SEND and Alternative Provision Improvement Plan aims for consistent high standards and reduced bureaucracy.
Local and Regional Impact
The thematic visits will have significant local and regional implications, as they will help identify best practices and areas for improvement in how local authorities and schools support children with SEND.
For example, the new framework will provide Leeds and other previously inspected areas with fresh insights and recommendations to enhance their support systems.
Immediate Implications
The initiation of these thematic visits marks a crucial step in the ongoing reform of the SEND system. It signals a shift towards more collaborative and effective support mechanisms, which will directly impact the lives of children with SEND and their families.
Broader Significance
The outcomes of these visits will be pivotal in shaping future policies and practices, ensuring that children with SEND receive comprehensive and integrated support.
This approach aligns with the government’s broader commitment to education reform, aiming to create an education system that supports every child in reaching their full potential.
