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ALLFIE is gathering evidence from Disabled students and their allies, to add to our submission to the 
SEND review: Government Green Paper.
Our open consultation will take place during April and May, via a series of Roundtable events alongside this survey. We’d like your response by May 22nd - please add as much information as possible.

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We are also keen to include any case studies, please click ‘yes’ if we can contact you about this

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Please tell us a bit more about who you are:

We are now going to ask your opinion on subjects from within the SEND Review Green Paper.
These will be labelled with the relevant chapters for easy reference with the Paper.
Please answer as many questions as you can.

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Chapter 2:

A single national SEND and alternate provision system (p.26).

The National SEND standards will guide local authorities in the implementation of the SEND framework. This includes the following:
  • Deciding which children and young people will go to mainstream or special schools/colleges.
  • Standardising the education, health and care needs assessment and plans process (ECHAP).
  • A three-stage appeals process - compulsory mediation (new), local panel appeals and a tribunal.

What would you want in the national SEND standards to make inclusive education work?

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Chapter 3:

Excellent provision from early years to adulthood (p.37).

The proposals focus on workforce professional development:
  • Initial teacher training.
  • Early careers development to introduce new SENCO qualification.
  • Published guidance for teaching assistants.
  • Access to specialist support.

What should be included in the training, support and provisions to make inclusive education work?

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Chapter 4:

A reformed and integrated role for alternative provision (p.56).

Alternative provision is usually education provided outside of mainstream and special schools e.g. hospital schools.

What should be put in place to support Disabled children and young people to avoid alternative provision?

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Chapter 5 (Part 1):

System roles, accountabilities and funding reform (p.65).

The Department for Education (DFE) proposes to strengthen their role and responsibilities to ensure better outcomes for Disabled children and young people.

What monitoring arrangements should be put in place to evaluate inclusive education practice in schools and colleges?

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Chapter 5 (Part 2):

System roles, accountabilities and funding reform (p.65).

The proposed banding and price tariffs system for allocating Disabled children/young people’s placements will lead to those with higher needs being placed in higher bands associated with segregated settings i.e. units or special schools and colleges.

What school and college funding ideas should be put in place to support Disabled children with different levels of needs within mainstream education?

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Chapter 6: 

Delivering change for children and family (p.75).

The national SEND delivery board will be established to implement the Green Paper SEND reforms and will with wider school reforms such as those in the school’s White Paper (add link). This board will consist of parents, government, education, health and care professionals.

1. What should the national SEND delivery board be doing to promote a fully inclusive education system?

2. What changes would you like to see implemented to make inclusive education work for all Disabled children and young people and plans?

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Final thoughts

After reading and reflecting on the Information around the SEND Review, is there anything you would like to add?

Do you think there is anything missing from the SEND Green Paper?

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