Special Education Needs - Ministerial Response - 7 September 2015

Findings

Comments

1.

4.7

Key  Finding:  The  general  provision  of Special  Educational  Needs  support  in Jersey is of a very high standard.

I  am  delighted  that  the  very  high standard of work has been recognised by the Panel.

2.

5.19

Key Finding: The legislation and policies relating  to  SEN  in  Jersey  provide  a suitable framework for the provision of a high quality service.

I am pleased that the current law and policies  have  been  identified  by  the Panel as  a suitable framework  for  the provision of a high quality service.

3.

5.26

Key Finding: Parents do not understand the system.

This finding has been noted.

4.

5.29

Key Finding: The Department should use outside organisations to reduce the cost and  widen  access  to  expertise  in  some areas of SEN.

I will continue to explore opportunities with  outside  organisations  to complement existing services.

5.

6.12

Key Finding: For teachers, recent SEN policy has proved challenging and may have  intruded  in  the  provision  of  high quality teaching.

This finding has been noted.

6.

6.19

Key  Finding:  Introduction  of  new policies would benefit from consultation at an early stage.

I  acknowledge  that  the  timing  of consultation  with  all  stakeholders  is important.

7.

6.29

Key  Finding:  Training  of  staff  at  all levels  requires  more  attention  than  it currently receives.

I  am  pleased  to  report  that  a comprehensive training programme for staff is in place for September 2015.

Findings

Comments

8.

7.3

Key  Finding:  The  Panel  has  had  to disregard much information received on the grounds that it is historical.

I  acknowledge  and  understand  this finding.

9.

7.13

Key Finding: Information is not getting to the parents.

I have noted this finding.

10.

7.18

Key Finding: There is a need for Parent Partnership  Officers,  as  specific  posts with responsibilities to liaise with parents and  work  closely  with  them,  with sufficient  coverage  for  all  children  age groups.

This issue has been recognised by my Department and is a key action within the Education Business Plan 2015.

11.

8.3

Key Finding: There are several initiatives that the Minister could engage in, which would involve minimal cost but increase support and communication significantly to parents.

I have noted the finding and the report from Real Group Ltd.'. The report has been useful to my Department and has led  to  actions  within  the  Education Business Plan 2015.

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

1.

6.30  RECOMMENDATION: The Minister for ESC must increase the consultation and training provision for teachers and key workers in relation to the provision of SEN.

Min. for ESC

Accept

An extensive training provision for teachers and key workers is in place for September 2015.

September 2015

2.

7.14  RECOMMENDATION: The Minister for ESC must improve lines of communication with parents of SEN children.

Min. for ESC

Accept

This is contained within the families section of the Education Business Plan 2015.

Page 25, Action 30:

30. Establish effective arrangements to communicate and engage with parents and other key stakeholders, ensuring they are aware of key services in their communities and how to access them (2015–16).

September 2016

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

3.

8.4

RECOMMENDATION: The Minister for ESC must engage in initiatives to provide appropriate forums to support parents of SEN children.

Min. for ESC

Accept

This is contained within the families section of the Education Business Plan 2015.

Page 25, Actions 29, 30, 33 and 34:

29. Collaborate with other government departments to improve significantly multi- agency working and enhance services for families and their children (2015–18):

September 2018

 Pool resources and personnel to make a greater and earlier impact on the Island's most vulnerable families.

 When planning to meet the needs of vulnerable Islanders, States services to learn from and make use of the knowledge schools have of their communities and local families.

30. Establish effective arrangements to communicate and engage with parents and other key stakeholders, ensuring they are aware of key services in their communities and how to access them (2015–16).

33. Review the allocation of resources and the job descriptions of current staff (in the department and schools) to switch the department's default position from focusing on individual children to focusing on the family as a whole (2015–18).

34. Learn from and extend existing family-focused work (2015–16).