Agenda and minutes

To note any changes in membership of the Panel made in accordance with Council Procedure Rule 4.3.

Apologies were received from Councillor Odgers and the Panel noted that in accordance with the provisions of Procedure Rules 4.3 and 4.4, Councillor Osmond replaced Councillor Odgers, for the purposes of this meeting.

In accordance with the Local Government Act, 2000, and the Council's Code of Conduct adopted on 16th May, 2007, Members to disclose any personal or prejudicial interests in any matter included on the agenda for this meeting.

NOTE: Members are reminded that, where applicable, they must complete the appropriate form recording details of any such interests and hand it to the Panel Administrator prior to the commencement of this meeting.

Councillors Osmond, Morrell, Turner and Willacy declared non-prejudicial interests in relation to the scrutiny inquiry in view of their relationships with members of their family who were in receipt of or provided special educational needs.  Councillor Damani declared a non-prejudicial interest in relation to the scrutiny inquiry in view of her working relationship with the witnesses.

To approve and sign as a correct record the Minutes of the Inquiry Meeting held on 7^th October 2010 and to deal with any matters arising, attached.

RESOLVED that the minutes of the meeting held on 7^th October 2010 be approved and signed as a correct record.  (Copy of the minutes circulated with the agenda and appended to the signed minutes).

Report of the Head of Corporate Policy and Performance, providing details on first hand experience of those involved with primary school educational attainment for children with special needs, from a school’s, child’s and parent’s perspective, attached.

The Panel considered the report of the Head of Policy and Performance, introducing  the 2^nd meeting which would be separated into two main sections detailing the school’s perspective of special needs and the parent’s and child’s perspective of support for children with special education needs, attached.

The Panel received the following presentations:

(i)  Liz Filer – Headteacher, Basset Green Primary School – managing

  SEN in a mainstream primary school

The Panel noted that:-

·  there were two distinct groups of pupils at the school ,45% who were eligible for free school meals and 45% who were from ethnic minority backgrounds;

·  the school enjoyed a diversity of 26 languages with 41% of  pupils having English as an additional language and it was important that when a child joined the school there was a settling in period in order to ascertain whether the child had difficulties because of the language barrier or special educational needs;

·  30% of the children had special educational needs (SEN) as well as 13 children having statements with 1:1 support;

·  at least half of the children had chaotic home lives and each child was welcomed into school everyday which often included breakfast, in an attempt to provide security and enabling them to have time to share their feelings and thus meet their emotional needs;

·  each child had an individual learning plan, an IEP (Individual Education Plan), an IBP (Individual Behaviour Plan) or a Statement of Special Educational Needs, so that individual learning needs could met and these plans were shared with the children and the teachers;

·  the school had a Whole School Behaviour policy written with the children based on the belief that they were all responsible members of the school community rather than complying because the rules said so; 

·  the school worked very closely with outside agencies; 

·  a lot of psychological problems were as a result of the environment outside of the school, over which the school had no control; and

·  the inclusive approach has seen a significant drop in the absence rates.

(ii)  Jackie Partridge – Headteacher, Springwell School – best

  practice in special schools and via Outreach

The Panel noted that:-

·  there was a greater complexity of needs at Springwell than at a maintained school and all the pupils were statemented;

·  the school had 64 children in 8 classes of 8 and each class had 1 teacher with 3 learning support assistants;

·  the children had personalised learning programmes which covered all aspects of learning, social skills and developing confidence and self esteem;

·  the curriculum was based on the national curriculum but rewritten to specific levels for each child with specialist teaching techniques;

·  the school environment was totally communicative and children used a range of spoken language, Makaton (sign language) and PECS (picture exchange card system);

·  children were supported and encouraged to work independently without adult intervention by means of independent work systems and tasks;

·  the school had close partnership working with parents, professional partners and the community and 5 members of staff provided outreach services;  ...  view the full minutes text for item 22.