Freedom of information response

Process around SEN / EHCP provision and funding

Publication date: 
Wednesday 31 July 2019

Request 1:

1. What are the process in place to make sure an EHCP is followed by the school, and the provisions stated in the EHCP is provided by LA. How is this get tracked.

2. How does the progress / provisions communicate between Parents / School / LA / other professionals (i.e speech and language). I do see a big gap in terms of the communication and wonder what's the process currently in place. This is impacting massively for eg my child didn't has fulltime education for almost an year.

3. How does the value for money is tracked, in terms of the child getting the right services / provisioned services and its helping the childs needs or improving child's development.
How much does the council

Request 2

1. in average funds for a SEN child in a mainstream school (no needs for exact/ just an average / I know my sons)

2. how much does the council funds for a SEN child in a LA special school (again an average)

3. how much does the council funds for a SEN child in a NAS special school (again an average)

4. how much does the council funds for a SEN child home learning (again an average)

5. What are the measures that the council has taken for inclusion with mainstream schools with the right support (provisioned in EHCP) to avoid children been permanently excluded from school.

6. how successful with the above measures and what are the KPIs


Request 1:

1.  The School is required to follow the  SEND Code of Practice in relation to the provision stated in the EHCP and this expectation is monitored by attendance at targeted Annual Reviews by Educational Psychologists or other  Local Authority Officers. Provision in Resource Bases is monitored through the Resource Base monitoring process which includes feedback on the progress on individual pupils and the provision in place. Where the Local Authority receives information that the special educational provision stated in the plan is not being delivered, it takes steps to address this through direct contact with the school and the parent/carer of the child.

2.  The main route of communication between agencies regarding provision is through the annual review meetings held in the school and additional reviews where there are issues raised in relation to the provision or progress of the child/young person. Where there are complex situations and a range of agencies involved in supporting the child, then there will be direct contact between these agencies as appropriate both during initial assessment and in the ongoing EHC Plan. In Mainstream Resource Bases there are additional review meetings which involve a range of agencies to ensure effective multi agency working and appropriate support from the children/young people.

3. The progress of pupils is monitored through annual reviews demonstrating the individual achievements of the pupil. In addition, the progress of groups of children with SEND is monitored through the data reports on attainment and progress at Key Stages. The Annual Reviews include information on the impact of support arrangements on the child’s progress demonstrating value for money at an individual level. The mainstream resource bases include a range of key performance indicators showing the impact of the service on pupil outcomes and other factors including parental satisfaction.

Request 2:

1. £2,660 per year

2. £20,380 per year

3. £90,066 per year

4. This information is not available
5. The Local Authority works with all schools to ensure that where a child with an EHCP is experiencing difficulties in behaviour  placing them at risk of exclusion, a review meeting is called to review the support arrangements in place so any requests in the level of support or the type of provision can be considered in the first instance. This meeting may on certain occasions be attended by an EP or SEN Officer. There is a clear expectation placed on schools that any issue relating to a child’s special educational needs is carefully considered to avoid the use of exclusion. Additional resources can be accessed by the school through requests to Case Management following this review or additional services accessed such as outreach from special schools.  

6. How successful with the above measures and what are the KPIs

The Local Authority has a low rate of permanent exclusions for children and young people with SEND in relation to National rates and comparator Local Authorities.

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Request reference:
FOI 9169