[senco-forum] ofsted press statement -- statementing and mainstream / special schools / units

Sarah asked me my thoughts on the ofsted press statement that seemed to  
suggest statements disadvantaged ESBD children -- so I went back to the ofsted  
website and found this slightly expanded version:

Ofsted finds little difference in the quality of provision for  pupils with 
learning difficulties and disabilities in mainstream and special  schools

‘Statements’ disadvantage some pupils  and do not guarantee quality of 
provision 
A new report from the Office for Standards  in Education (Ofsted) has found 
that there is little difference in the quality  of provision and outcomes for 
pupils with learning difficulties and disabilities  (LDD) in the mainstream and 
special schools visited. 
However Inclusion: Does it matter where pupils are  taught? finds that 
mainstream schools with additionally resourced provision  are more successful in 
achieving good outcomes for pupils academically, socially  and personally. Pupil 
Referral Units were the least successful of all the  settings visited. 
The report finds that pupils with the most severe and complex  needs can make 
outstanding progress in all types of provision. High quality,  experienced 
teachers and a commitment by school leaders are the keys to success.  However, 
inspectors criticise mainstream schools that rely too heavily on  teaching 
assistants because children in such circumstances are less likely to  succeed than 
those who have access to experienced, qualified specialist  teachers. 
Her Majesty’s Chief Inspector of Schools, Maurice Smith, said: 
“Pupils with even the most severe and complex needs can make  outstanding 
progress in all types of settings. The inclusion debate has for too  long focused 
on whether children with learning difficulties and disabilities  should be 
educated in special schools or mainstream schools rather than the  quality of 
the education and support they receive.” 
Those pupils with profound and multiple learning difficulties  (PMLD) or 
severe learning difficulties (SLD) and challenging behaviour who are  educated in 
mainstream schools, are as likely to do well as those taught in  special 
schools when they have access to teaching from experienced and qualified  
specialist teachers. 
The report goes on to criticise the process for the formal  assessment of 
children in obtaining a statement of special educational need.  Pupils with 
behavioural, emotional and social difficulties are least well served  by this 
complex process.   Furthermore, while a statement usually generates  additional 
resources, it does not guarantee access to good quality provision in  any type of 
setting. 
Her Majesty’s Chief Inspector of Schools, Maurice Smith  continued: 
“Pupils with behavioural, emotional and social difficulties  receive too 
little support too late. 
“Although statements are effective in identifying the  educational needs of 
pupils the system can be cumbersome and bureaucratic.” 
The report recommends that the Department for Education and  Skills should 
work more closely with other government departments to clarify  what is meant by 
‘good’ progress for pupils with LDD, focusing more on the  progress of those 
in the lowest performing quartile. 
The Training and Development Agency should improve initial  training and 
continuing professional development in the field of LDD for all  teachers and 
provide more opportunities for specialist training around learning  difficulties 
in general, and for specific disabilities. 
Mainstream schools should analyse critically their use of  teaching 
assistants and the amount of specialist teaching provided for a range  of LDD within a 
broad and balanced curriculum, developing knowledge and skills  relating to 
LDD across the school workforce. Special schools should work with  local 
authorities and other services more effectively to develop specialist  teaching in 
mainstream schools. 

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1.Inclusion: does it matter where pupils are taught? 2.Ofsted is a  
non-ministerial government department established under the Education (Schools)  Act 
1992 to take responsibility for the inspection of all schools in  England.  Its 
role also includes the inspection of further education, local  authority 
children’s services, teacher training institutions and some  independent schools. 
During 2001, Ofsted became responsible for inspecting all  16-19 education and 
for the regulation of early years childcare, including  childminders.

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Related publications
    *   _Inclusion: does it matter where pupils are taught? Provision  and 
outcomes in different settings for pupils with learning difficulties and  
disabilities (Go to publication)_ 
(http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=4235)  

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