Attainment gap widens for pupils with SEND
A new study shows that the attainment gap for children with special educational needs and disabilities (SEND) in England has widened over the years. The research found similar patterns for children with profound and multiple intellectual disabilities, as well as those with specific learning difficulties, such as autism or hearing impairments.
Researchers analysed assessment data from 2.5 million Year 6 primary school pupils since 2014, when the Children and Families Act was introduced with the SEND code of practice, which overhauled how schools and local authorities supported learners with SEND. They found that on average, pupils with SEND were performing almost 2 years behind in writing by 2018-29. In maths, they were 1.7 years behind, and in reading, they were 1.5 years behind.
Dr Johny Daniel, author of the research and assistant professor at the University of Durham, suggests that one contributing factor is that ‘teachers and teaching assistants often do not have sufficient access to professional development,’ which would enable them to implement the latest evidence-based support strategies for pupils with SEND. Therefore, the study calls for more funding for regular professional development for school staff to ensure they can use teaching practices that effectively ‘align with students’ specific areas and severity of needs.’
★ Our specialists can complete a full review of your SEND provision, drawing on the insights of parents, pupils, leadership teams, and the relevant external agencies to produce high-quality action plans and practical recommendations. Contact our SEND team to learn more.
Early Years settings struggle with new staff ratios
Last September, the government pledged to deliver 15 hours of free childcare per week for working parents of children aged between nine months and three years old. To deliver this pledge, nursery guidelines changed to allow an increase in child-to-staff ratios, so that one adult can now look after five two-year-olds instead of four.
However, a new survey reveals that nursery staff now find themselves doing more ‘crowd control’ rather than delivering education. Researchers heard from staff in 152 early years settings to investigate the impact of the new guidelines. A third of staff reported that the quality of care had suffered as a result, whilst some admitted that arrangements were no longer safe.
Additionally, 27% of respondents said the new guidelines had a negative impact on staff wellbeing. Staff explained this affected their interactions with children, which meant that they were also ‘less happy and engaged in play’ as a result. Aaron Bradbury, co-author of the research and lecturer in early childhood studies at Nottingham Trent University, calls on the new government to carry out an urgent review, arguing that ‘this was only ever about cost-cutting, but parents want their children to be nurtured and safe.’ The Labour government has committed to double the number of free hours a week, from 15 to 30, by next September. But critics warn the situation will get worse unless nurseries can recruit and retain more staff.
★ Our EYFS team are experts in pedagogy, provision, and practice, specialising in children’s early education. We can offer you advice, training and support on all aspects of EYFS, including the learning environment and role of the adult. Reach out to find out more.
Ofsted make changes to the school inspection handbook
In response to the ‘Big Listen,’ the largest consultation in Ofsted’s history, the inspectorate announced a series of changes at the beginning of the new school term, including the transition from single-word judgements to a report-based system. Now, Ofsted has published its school inspection handbook outlining new policy details.
According to the updated handbook, schools that receive a full inspection from this month onwards ‘may no longer use the Ofsted judgement logos as they relate only to overall effectiveness.’ However, those that were inspected until the end of the last academic year may continue to use logos to promote their grades.
The handbook also offers greater clarity on which schools will be eligible for monitoring inspections. Previously, inadequate schools and those rated “requires improvement” twice in a row became eligible. Now, schools in special measures or serious weaknesses will be eligible, or those who fall into a new ‘category of concern’ if they have received “inadequate” or “requires improvement” in a key judgement area during their last inspection.
Further, if a school fails safeguarding, but is “good” or better in all other areas, inspectors will withhold judgement and return within three months to complete the inspection if they think leaders have the capacity to fix it. But Ofsted will only allow this if leaders agree to send this letter to parents.
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