SEN fuNdiNg
Fighting for funding
Lorraine
Petersen
unravels the
SEN funding
mystery for SecEd
ecently it has become apparent
R
through local and national Sen
initiatives that greater clarity is needed
when it comes to funding. Both the
definition of Sen funding and the
responsibilities of schools and local
authorities need to be clarified to ensure
a better future for those with Sen and disabilities.
Where does the funding originate?
the Department for children, Schools and Families
(DcSF) funds all local authorities through a ring-
fenced Dedicated Schools Grant (DSG). this grant
is the largest single funding stream to english local
government. it must be appropriated in its entirety
to the authority’s schools budget. through a funding
formula, which calculates the budget share for each
school, the local authority can then allocate financial
support to all of its schools.
each local authority is to devise and revise its
own schools budget, taking into account local needs
and circumstances. However, a rule across all local
authorities is that at least 75 per cent of funding to proportion of Sen funding to schools, will keep some the expense of the planned places will then depend working to produce budget shares for each school in the
primary and secondary schools must be distributed on central funds to provide for central services and unplanned on the complexity of needs that each school has to tackle. local authority’s area.
the basis of pupil-led factors, such as pupil numbers, circumstances, such as new Sen statements issued in the yearly meetings between the local authority and special there is a further statement known as the “out-turn
pupil age, and those in receipt of free school meals. academic year. More recently, some local authorities are school are then arranged to re-assess the planned places. statement”. this is produced at the end of the year and
the commencement of 2008 saw english schools provisioning 100 per cent funding and then schools have in 2007/08 the total planned expenditure on the its objective is to provide schools, parents and others
receiving three-year budgets. this was to support and to “buy-back” the central services that they require. provision of education for Sen pupils in england was with an interest in education, with details about school
promote long-term strategic management within a Funding for academies and special schools differs £4.8 billion. and local authority expenditure.
school. Within their formula, all local authorities now slightly. While academies are funded for most of their this statement: offers data for the Departmental
allot resources to support Sen pupils in mainstream functions directly from the DcSF through the General
What happens to the funding?
Annual Report (DAR); informs policy-making; informs
schools. the allocation of this funding ensures that Annual Grant, special schools funding is place-led. the individuals responsible for the distribution of the treasury for monitoring purposes; and informs
schools, through the headteacher, governing body and A number of places are agreed by the local authority, monies are the headteacher and SencO, supported parliament in its role of monitoring the department’s
SencO, have the flexibility to provide early support allowing special schools to have stability through by the Sen governor and governing body. together accountability for public funds.
for all identified as having Sen. meeting in-year admissions and supporting pupils’ these four senior individuals are to support the most Ultimately, all SencOs should be responsible for
Most local authorities, while delegating a high moves to mainstream education. vulnerable young people within the school. i must the Sen budget in their school, but it is essential that
stress here, however, that the cost of the SencO should SencOs are provided with a budget that allows for all
be taken from the school’s base budget rather than the needs to be met. Provision mapping should be placed
union address: NuT
Sen elements. high on the agenda in order for SencOs to know much
if schools intervene early and make effective funding is required to meet the needs of their pupils.
arrangements, they will be in a strong position to through comparative work, the SencO should be
It’s time for a public debate
make decisions about the support needed to meet the able to assess how much funding has been provided to
individual needs of those pupils experiencing barriers the school via the budget statement compared with the
to their education. amount allocated to manage the Sen provision within
the school.
The Conservative’s proposals for moving key
SEN funding in the school budget is limited, i believe that currently, the Sen delegated element
but why?
does not reach the most vulnerable young people in
stage 2 SATs to year 7 sparked fierce criticism
our schools, on a regular basis. the SencO needs
there is a simple answer; once delegated to the school to be pro-active and work effectively with the senior
the funding is not ring-fenced. Schools are required, by leadership team to ensure that this is not happening in
last week. Christine Blower gives her views
legislation, to use their budget shares for “the purposes their school. it is paramount that this is addressed at
of the school”, which usually means for the education school, local authority and national level.
of the school’s registered pupils. However, with present
tHe cOnSeRvAtive Party’s draft proposals on We are concerned that the conservative proposals day pressures on headteachers and governing bodies,
Does SEN provision represent value for money?
SAts have once again focused attention on the suggest that assessment in one type of school this may mean that Sen may not be a spending priority A voluntary and online resource pack, known as
issue. (secondary) could be used to create league tables and therefore funding is sidetracked to other areas of The Audit Commission’s Special Educational Needs/
the national Union of teachers (nUt) and the in another (primary). Having tables based on tests the budget. Additional Educational Needs (AEN) Value for Money
national Association of Head teachers (nAHt) taken in a different school is unacceptable and would Furthermore, each local authority has a different Tool, supports schools’ self-evaluation of their use of
are campaigning nationally against SAts because be unworkable. approach to the funding formula and so there may Sen/Aen resources.
they are bad for children, bad for teachers, bad for Of course, having the whole of year 6 freed appear to be variations in how monies are allocated and including a seven-stage model for Sen/Aen value for
education, and bad for communities. from tests would be likely to be an improvement, spent within schools. money, covering budgets and spend, needs assessment,
We are keen for there to be a public debate, but just moving SAts to year 7 would not be provision and evaluation, the tool provides examples
involving all political parties, about how we rid acceptable.
The SENCO’s role
of provision mapping devises and also aids schools to
primary schools of this high-stakes test regime that Where secondary schools have existing internal SencOs have four main responsibilities when monitor and evaluate their Sen interventions.
distorts the curriculum and damages our children’s arrangements for year 7, which have been agreed addressing the budget. they must ensure that they: Designed with a self-review format, the tool prompts
education. as reasonable in both educational and workload • Are a member of the senior leadership team or have schools to draw together all relevant management
While any proposals to end primary SAts should terms, we would not want them upset by external a champion within it. information and build up a picture of their current
be given consideration by all those who are serious imposition. • Have a good working relationship with their Sen practice, in one central location. Recognising that
about our children’s education, grave concerns We would also oppose an increase in workload governor. schools need help in using this tool, Sen organisation
remain about the conservative proposals, particularly for secondary school teachers. Secondary schools • Have a comprehensive provision management tool nasen has included a seminar exploring this resource in
in terms of league tables, year 7 assessment, and must not bear the brunt of any new system that is put that calculates the resources and funding necessary its Developing inclusive School leaders of the Future
teacher workload. in place of primary SAts. to meet the needs of all concerned, appropriately event in October.
We want all political parties to accept and A manageable workload for teachers has to and effectively. Funding is a highly complex and emotive issue
promote assessment by teachers which arises out of remain a priority and there must be no new • Have wide-ranging knowledge of the quantity of within the world of Sen, but through effective
children’s learning. it would be a message greatly additional tasks in the form of unnecessary funding delegated to the school for Sen and how leadership teams with strong governing bodies, schools
welcomed by teachers in all phases. it would relieve assessment and testing. Any proposals which much is actually spent. should be able to allocate sums of money that will cater
pressure in the system, lead to better outcomes for intend to continue high-stakes tests and league for all Sen and Aen individuals. At a time when the
teachers and children and, we believe, have the tables, but just move the responsibility on to
How can a SENCO access this information?
government is working towards a world class school
support of parents. secondary school teachers would be flawed and two annual statements must be produced by every system, perfecting Sen funding and ensuring fair
leaving aside public examinations, assessment totally unacceptable. local authority. the budget statement for the upcoming allocation within the budget is vital. SecEd
should be based on teachers’ professional judgement. it is now imperative that all parties comes together year aims to clarify the authority’s planned spending.
this should be in the context of a decrease, rather and seriously consider what is best for our children How much of the whole education budget the local • Lorraine Petersen is the CEO of nasen.
than an increase, in teachers’ workload. and young people. authority intends to spend on items outside the schools’
We continue to be totally opposed to league budget must be decided. Furthermore, it must be stated
Further information
tables and policies from any party that lead to their • Christine Blower is general secretary of the National how much the local authority is proposing to retain For more about nasen and the Sen funding and
continuation. Union of Teachers. Visit www.teachers.org.uk centrally within the schools’ budget for school services. Developing inclusive School leaders of the Future event
And finally, it must be expressed how the formula is on October 2 in london, visit www.nasen.org.uk
12 SecEd • June 25 2009
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