Ofsted: Attitudes to special needs pupils improving

Tuesday, 12 October 2004 12:00 AM

A new report from Ofsted has found that while schools are increasingly willing to adopt an inclusive ethos, the actual numbers of pupils with Special Education Needs (SEN) in mainstream education remains low.

Pupils with behavioural difficulties are identified as being especially difficult to include.

Ofsted notes that this is where the "conflicts between meeting individual needs and 'efficient education for other children' are the most difficult to reconcile".

The report finds that the Government's promotion of inclusion has led to a "growing but uneven appreciation of the benefits of inclusion", but that the framework has had "little effect as yet on the proportion of pupils with SEN in mainstream schools or on the range of needs for which mainstream schools cater". It points to a ten per cent increase in the numbers of pupils placed in independent special schools since 2001 and a 25 per cent increase in the numbers of pupils in pupil referral units between 2001 and 2003.

Her Majesty's Chief Inspector of Schools, David Bell, said: "The report paints a varied picture of success so far. Most schools have been convinced of the benefits of inclusion. However, against common perceptions, the proportion of pupils with statements of SEN in mainstream schools has not yet been affected by the inclusion framework."

"Continued efforts are called for to ensure that more mainstream schools have the capacity and staff are confident about admitting and supporting pupils with more complex needs, especially those with social and behavioural difficulties.

"Until more is expected from the lowest-attaining pupils, improvement in provision for pupils with SEN and in the standards they reach will be slow."

Responding to the report, teaching unions highlighted the balance of responsibilities felt by schools. The NUT's general secretary Steve Sinnott, said: "But I am concerned about aspects of the report. Schools cannot be expected to include children with severe behavioural difficulties if teachers have tried and not been able to overcome the problems. David Bell should have said that special school and unit provision should be available in all local authorities."

His sentiments were echoed by the ATL's head, Dr Mary Bousted. She said: "If a child with special needs is to be educated in a mainstream school, it is essential to ensure that it is the appropriate place for them.

"Goodwill is not enough. Teachers need better training to be able to meet the needs of SEN pupils. Also adequate resourcing and funding must be made available to schools so that they can give the support needed to provide the best education for all."

Both of the opposition parties also suggested a rethink is needed. Shadow Education Secretary Tim Collins said: "It is deeply unfortunate that the Government's ideological approach to the inclusion of SEN pupils in mainstream education has led to the closure of 70 special schools since 1997."

He promised that the Conservatives would stop the closure of special schools if elected.

The Liberal Democrats education spokesman, Phil Willis, said: "Teachers face a daily battle to include children with disabilities and learning and behaviour problems, without having the resources or the specialist skills to deal with increasingly demanding children.

"We urgently need a complete rethink on inclusion. Parents need a guarantee that staff in inclusion schools have access to professional development and that every child receives the support they need."

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