1.0

Introduction

1. The Chelsea Group of Children runs a highly successful school for 47 primary aged children with ASC, MLD/SLCN and SPLD rated by Ofsted in 2019 as “Outstanding”. The school is oversubscribed and highly rated by the 11 Local Authorities (LAs), which it serves. The school has a strong therapeutic approach to all its work and employs a wide range of speech and language therapists, occupational therapists and a range of additional therapeutic approaches. This approach is embedded within the curriculum and is delivered by teachers and therapists together. Pupil outcomes are outstanding with a strong emphasis on returning to mainstream schools wherever appropriate. The curriculum is innovative and the school prides itself on its range of specialist interventions via effective provision mapping and effective management of behaviour. The school is a strong community with parents, pupils and the local/regional communities. It has strong links with the University of Roehampton with an accredited teacher training programme being delivered in the school for university students.

2. The Director of the School, Libby Hartman and the Headteacher, Jessica Duemler wish to establish an innovative primary provision in Lincolnshire for pupils with ASC/MLD/SPCN for local Lincolnshire children. The underlying theme for this provision will be to promote learning and teaching through nature, animals, gardening and using the local natural environment. The Willow School run by The Chelsea Group of Children,  will follow a therapeutic based approach but the focus will be on ‘outside’ learning experiences and opportunities. They will build on their successful and proven model in London and base this new provision at Algarkirk, near Boston, Lincolnshire for local children and their families. The Chelsea Group of Children have chosen this geographical area not just because it is a beautiful setting but it is also the home of one of the parents of a child who was educated at the London school and who is passionate to see the land and buildings serving the needs of local children with complex needs. In addition, Boston has the highest % of children and young people with identified SEN in proportion to the numbers of school children in the district. It is the ideal location for this rural special school. The map enclosed with this overview clearly demonstrates the location of the pupils with the various needs and the location of our proposed site. The proposed school is in the heart of the high SEN pupil population particularly between Boston and Spalding thus reducing pupil transport costs for the LA.

 

 

       Anne Hayward, Consultant and Ofsted Inspector

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Anne Hayward is a national and international expert with over thirty years experience in the fields of SEN and Disability, inclusion and adults/young people with Learning Difficulties and Disabilities (LLDD). She is a highly respected Independent Strategic and Operational Partner with a proven and sustained track record of working with schools, colleges, local authorities (LAs), central government and the Third Sector at local, regional, national and international levels. 

 

2.0

SEND National Statistics (May 2017) and professional perceptions – setting the scene for the Willow School

1. Nationally there is a rise in the number of pupils with an EHCP plan – this is particularly true since   the launch of the SEND Code of Practice in  September 2014. The most common  overall primary  type of needs amongst SEN pupils is Moderate Learning Difficulty (MLD) whilst the  Autistic  Spectrum Disorder remains the most common primary  type  of need  for  pupils with  a  statement or EHC  plan. The percentage of pupils with a statement or EHC plan attending state funded special schools has gradually increased each year. The percentage of pupils with statements or EHC plans attending independent schools has also increased. Pupils with  SEN  have  lower progress scores in  Key  Stage  1 and 2 than those without SEN. Pupils with SEN have the highest absence rates and there is a steady rise in permanent exclusions of those pupils on SEN support and those with EHC plans. In 2014-­‐15 pupils with SEN accounted for just over half of all permanent exclusions and fixed period exclusions.

2. The Chelsea Group of Children has worked with Anne Hayward a nationally renowned SEND specialist over the past 3 years. Anne has provided school improvement support to the school as well as sharing best practice nationally for all the staff. She works closely with the therapeutic teams and actively promotes action research and involves staff in national and regional events. She is working closely with senior leaders in the development of the Willow school and with Rob Tozer from Ist Planner who is providing the educational statistics which will inform the future development of this innovative provision.

3. Anne’s professional perception around the rise in the complex needs and the pressure on placements particularly those with ASC/MLD/SLCN/SPLN and challenging behaviours are as follows:

 

• There is often a misdiagnosis of pupils who have SEMH/high functioning and those with ASC/high functioning with both these groups having challenging behaviours and a range of attachment/mental health issues. This misdiagnosis causes difficulties in placements and inappropriate interventions.

• The complexity of need is growing fast. The definition of complex needs by Professor Barry Carpenter and the complex needs project is three or more needs, which compound together to create a spikey profile. This growth and complexity is one factor in the growth in the number of pupils in specialist provision both maintained, non-­‐maintained and independent settings.

• There are significant capacity issues in mainstream provision. The changing educational landscape with Academisation and the push for schools to meet national standard and expectations has impacted on some schools being less than willing to take on the challenge of pupils with SEN. In addition, the complexity of need has impacted on the greater need for specialist therapeutic support and specialist interventions and training which in many areas is difficult to access.

• Pupils are being diagnosed earlier and parents are more aware of their rights and responsibilities through the parent forum groups and SENDIASS. They are pushing for high quality provision and access to the full range of services.

• There is an increasing trend particularly in early years and primary phases, of pupils who have frequent moves of school, are excluded, kept ‘down’ a year or who are on minimum timetables and so have missed substantial education and learning.

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2.4

Local Lincolnshire SEND Trends.

• Lincolnshire has a large SEND population with a high number in special schools; there are more pupils with EHCP’s in Lincolnshire than regionally and nationally. There is a rise in the number of pupils attending specialist provision.

• There is a significant growth in pupils with ASC, MLD, SPLD and SLCN and those pupils who have ‘other’ in the statistic as their needs. (Figures 2-­‐6)

• There is a growing number of pupils in PRU’s who have the above needs and a growing number of primary pupils within these categories.

• There is a high rate of exclusion or risk of exclusion amongst pupils with SEN.

• There is evidence that the identification of need is left too late with many pupils being diagnosed late in their secondary career. (Figure 1)

• We have projected that there is going to be a shortfall in places for pupils with these identified needs in the future.

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3.0

The Willow School – its contribution to Lincolnshire’s SEND Strategy and in meeting the needs of local pupils with SEND and their families.

The Willow School will provide the following for the children and families of Lincolnshire:

• An innovative, creative and imaginative therapeutic curriculum for pupils from 4-­‐11 years based on the main focus of learning through the natural environment.

• Strong emphasis on working with local schools and returning pupils to their local community settings.

• Highly qualified staff from London that will train local staff and build on and further develop their existing skills, knowledge and experience in these specialist skills.

• A training and action research base that will have regional and national standing. Staff from London will spend time with appointed Lincolnshire staff who in turn will spend time at the London school. This will build up local skills, provide peer support and an action research training base.

• A strong emphasis on early and earlier intervention, which will include an assessment package for pupils. This can be purchased from the school and will be undertaken on a multi-­‐ disciplinary basis to inform placements.

• An outreach/inreach support service that will work with LA services and schools to build capacity. This will have a therapeutic focus and use our skills in ASC, SLCN and SPLD.

• Strong involvement of the families and support for families, leisure time facilities and an opportunity for some respite provision.

• The buildings and land will be carefully designed to complement the local surroundings and the facilities can be used by local groups and communities.

• We will offer a high quality and innovative provision which will be substantially cheaper than existing local independent special needs day schools.

• Our placements will be approximately £55K annually and will include comprehensive therapies, thus representing substantial savings to the local education authorities.

 

 

References for data sources for the graphs:

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• 1 -­‐ https://www.gov.uk/government/statistics/statements-­‐of-­‐sen-­‐and-­‐ehc-­‐plans-­‐england-­‐ 2016

• 2-­‐ https://www.gov.uk/government/collections/statistics-­‐exclusions

• 3 -­‐ https://www.gov.uk/government/publications/dedicated-­‐schools-­‐grant-­‐dsg-­‐2016-­‐to-­‐ 2017

• 4 -­‐ https://www.gov.uk/government/statistics/special-­‐educational-­‐needs-­‐in-­‐england-­‐Jjanuary-­‐2016

• 5 -­‐ https://www.gov.uk/government/collections/statistics-­‐school-­‐and-­‐pupil-­‐numbers

• 6 -­‐ https://www.gov.uk/government/collections/statistics-­‐special-­‐educational-­‐needs-­‐sen

• 7 -­‐ https://www.gov.uk/government/statistics/schools-­‐pupils-­‐and-­‐their-­‐characteristics-­Jjanuary-­‐2016 -­‐SFR20_2016_Schools_NCYear_UD

• 8 -­‐ https://www.gov.uk/government/publications/school-­‐capacity-­‐academic-­‐year-­‐2014-­‐to-­‐ 2015

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