Special Needs (Hansard, 11 January 2001)

§ Jacqui Smith

We recognise that there are differences in practice between areas in the use made of funds for special educational needs (SEN). The funding arrangements allow both LEAs and schools flexibility in deciding their local priorities. We are seeking to promote good practice in this through the DfEE SEN Funding Steering Group, which is working to improve the current arrangements for reporting on SEN budgets and outturn, and to develop tools and strategies for managing an SEN budget in as inclusive a way as possible. It is aiming to produce guidance, drawing on existing LEA models, and to disseminate this by summer 2001.

At the individual pupil level we are also working to promote better and more consistent practice, through other good practice material, for example our July 2000 report on Education Psychology Services. The revised SEN Code of Practice should also promote more consistent practice by schools and LEAs. While individual pupils with SEN will vary in their needs it is important that schools and others adopt a consistent and rigorous approach in identifying and providing for these needs.

Consistency of good practice will also be promoted through amendments to the Education (Special Educational Needs) (Information) Regulations 1999. These amendments will require LEAs to set out their detailed arrangements for what schools might normally provide from their budgets for pupils with SEN. It will also require LEAs to publish their plans for providing appropriate SEN support. Schools will continue to be required to provide information about their own arrangements for identification, assessment and provision within their SEN policy. As with the revised SEN Code of Practice these amended regulations will be subject to parliamentary approval of the Special Educational Needs and Disability Bill.