Day 4: Enhancing Post-16 Education and Health Support for SEND
Key Committee Takeaways
A new three-route model is proposed to replace the current GCSE resit policy, focusing on realistic pathways for students with SEND.
Health services must prioritise SEND, ensuring accountability and collaboration with educational institutions.
Parents and families should be actively involved in any reforms affecting their children's education and well-being.
In the realm of post-16 education, there’s a significant shift being proposed regarding how students with Special Educational Needs and Disabilities (SEND) approach their GCSEs. The current policy requiring students to resit English and maths GCSEs is set to be replaced with a more flexible three-route model. This means that only those students who have a realistic chance of achieving a grade 4 will be supported to retake these qualifications. For those on vocational courses that include English and maths, they will be exempt from resits, allowing them to focus on practical skills instead. Other students will be encouraged to pursue functional skills qualifications, which can be more relevant and beneficial for their future.
On the health front, it’s crucial that SEND is recognised as a priority within the healthcare system. The ongoing restructuring of the NHS presents a unique opportunity to enhance the role and accountability of health services in supporting children and young people with SEND.
There’s a call for a more integrated approach between education and health, backed by evidence-based guidelines from organisations like NICE (National Institute for Clinical Excellence).
This means ensuring that children have timely access to therapies and assessments, which is essential for their development.
Moreover, the Department for Education and the Department of Health and Social Care are urged to issue joint guidance on how healthcare responsibilities can be effectively managed within schools. This includes appointing a dedicated national SEND lead to ensure that health services are fully engaged in planning and delivering SEND support.
Finally, it’s vital that parents and families are fully engaged in any reforms that impact their children. This means involving them in discussions and decision-making processes, ensuring that changes are implemented gradually and thoughtfully. Pilot programs can help test new approaches before they are rolled out on a larger scale, allowing for adjustments based on real-world feedback. By working together, a more supportive and effective educational environment for all children with SEND can be created.
Key Committee Takeaways
A new three-route model is proposed to replace the current GCSE resit policy, focusing on realistic pathways for students with SEND.
Health services must prioritise SEND, ensuring accountability and collaboration with educational institutions.
Parents and families should be actively involved in any reforms affecting their children's education and well-being.
In the realm of post-16 education, there’s a significant shift being proposed regarding how students with Special Educational Needs and Disabilities (SEND) approach their GCSEs. The current policy requiring students to resit English and maths GCSEs is set to be replaced with a more flexible three-route model. This means that only those students who have a realistic chance of achieving a grade 4 will be supported to retake these qualifications. For those on vocational courses that include English and maths, they will be exempt from resits, allowing them to focus on practical skills instead. Other students will be encouraged to pursue functional skills qualifications, which can be more relevant and beneficial for their future.
On the health front, it’s crucial that SEND is recognised as a priority within the healthcare system. The ongoing restructuring of the NHS presents a unique opportunity to enhance the role and accountability of health services in supporting children and young people with SEND.
There’s a call for a more integrated approach between education and health, backed by evidence-based guidelines from organisations like NICE (National Institute for Clinical Excellence).
This means ensuring that children have timely access to therapies and assessments, which is essential for their development.
Moreover, the Department for Education and the Department of Health and Social Care are urged to issue joint guidance on how healthcare responsibilities can be effectively managed within schools. This includes appointing a dedicated national SEND lead to ensure that health services are fully engaged in planning and delivering SEND support.
Finally, it’s vital that parents and families are fully engaged in any reforms that impact their children. This means involving them in discussions and decision-making processes, ensuring that changes are implemented gradually and thoughtfully. Pilot programs can help test new approaches before they are rolled out on a larger scale, allowing for adjustments based on real-world feedback. By working together, a more supportive and effective educational environment for all children with SEND can be created.
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Education Committee - Summary - Committees - UK Parliament https://share.google/5ZOsIPfuRlkHZ81yP
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