SEN
A complex choice
Professor Barry Carpenter
discusses
supporting children with complex special needs in mainstream schools
doubled between 1981 and 2001. Today there are 950,000 families in the UK with a disabled child and it is suggested that this may be an underestimate of 250,000. These children are not just being educated in
T
our special schools. More and more they are part of mainstream classrooms, learning beside their typically developing peers. Recognising this, in March the former Department
for Children, Schools and Families made funding available to the Specialist Schools and Academies Trust to roll out its CLDD Research Project into mainstream schools. While there is currently excellent work in some
mainstream schools in supporting and progressing the learning of children with CLDD, these approaches are not shared consistently between schools. One teacher described current approaches for children with CLDD as a group within the educational system as haphazard, without any clear pathways of support. Children with complex learning difficulties are a
HE POPULATION of children with Complex Learning Difficulties and Disabilities (CLDD) is increasing. In a study of one local authority, Emerson and Hatton showed that the numbers of children aged five to 14 with severe and complex needs had more than
unique group of learners with a distinctive profile of learning need. They include those with co-existing conditions (e.g. autism and ADHD), or profound and multiple learning disabilities. However, they also include a new generation of
children who have begun to populate our schools – among them those with difficulties arising from premature birth who have survived infancy due to medical advances. While the concept of complex learning difficulties is widely recognised, there is currently no consensus around a definition. The 18-month-long research project, which began in
September 2009, was designed to find ways to improve the Every Child Matters outcomes for children with the most complex educational needs and disabilities in special schools through the development of evidence- based teaching and learning strategies. Since September 2009, in phase one of the project,
the core research team has been working alongside teacher researchers in 12 special schools to map the learning difficulties and needs of 60 children with CLDD. These children, whose learning difficulties range
from moderate to profound and multiple, each have between two and 18 recorded difficulties and disabilities, and the regular involvement of two or more professionals. Among them, aside from the more general descriptions of learning and physical/ health difficulties, are 29 different diagnosed disorders resulting in learning disabilities, including 19 rare conditions, and 26 different diagnosed medical conditions. Those most prevalent within the cohort are epilepsy (23 children), visual impairment (18 children), cerebral palsy (14 children), and Autistic Spectrum Disorders (13 children). Last term, the in-depth base-lining, which followed
Every Child Matters principles, involved talking with families and non-teaching professionals (e.g. occupational therapists and speech and language therapists) as well as teaching staff. Research tools and resources were also developed and this has formed a firm basis from which to evolve and trial interventions using an Action Research approach. This term, the teacher researchers and the core research team are seeking student perspectives, and
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are currently trialling and further developing the following tools to support the education of children with CLDD: • An Engagement Profile and Scale – which will allow teachers to focus on the child’s engagement as a learner, and create personalised learning pathways.
• An Inquiry Framework for Learning – which will capture the wisdom of excellent teachers in framing key questions to support schools in mapping a coherent personalised pathway for children with CLDD.
• Briefing sheets – providing introductory information for teaching staff new to CLDD on commonly- co-morbid conditions.
These tools will mesh with existing curricula and
approaches in schools, and have links to key policy and other education documents. The CLDD research project is committed to
facilitating on-going debate with stakeholder groups. Its steering board, chaired by Lorraine Petersen, chief of nasen, a professional association for SEN practitioners, includes representatives of schools, professional organisations such as the Royal Society of Medicine and the National Association of Head Teachers, and charities such as the Children’s Society and Mencap, as well as from government organisations and departments including the Training and Development Agency for Schools, Department of Health, and Standing Commission on Carers. A stakeholder day in March drew in further charities, multi-disciplinary professionals and local authorities. The strategies developed with the core research
group and through consultation with these stakeholders will be trialled by a further 62 national and international special schools during the autumn term. The new funding means that the research will then be rolled out into mainstream schools where it will be able to help support more teachers and make a difference to the lives of many more children with complex special needs.
SecEd
• Professor Barry Carpenter OBE is project director for the CLDD Research Project and associate director (SEN) at the Specialist Schools and Academies Trust.
Further information
Prof Carpenter and his research team will be speaking about the CLDD Research Project at the Specialist Schools and Academies Trust annual SEN conference in Bristol on May 20 and 21. For more information, email
wendy.skyte@
ssatrust.org.uk Applications from mainstream schools to become
part of this phase of the project will be invited in autumn 2010. If you would like to know more about the CLDD Research Project, visit the project website at
https://www.ssatrust.org.uk/pedagogy/networks/ specialschools/CLDD/Pages/
default.aspx
FOR BETTER CHILD HEALTH
SCHOOL NURSES
MORE
A properly resourced school nursing service is required to help schools meet the government’s health and wellbeing objectives.
Research published in the British Journal
of School Nursing (BJSN) shows that
more school nurses are needed to meet these objectives and ensure school children receive the health care and support they deserve. Therefore
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SecEd • May 20 2010
Call FREEPHONE 0800 137201
or
the BJSN has launched a campaign to increase the number of school nurses.
For more information on the campaign visit
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SCHOOL NURSES FOR BETTER CHILD HEALTH
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7
awards and grants
PRIMARY/SECONDARY
Kelloggs Active Living Fund
The Kelloggs Active Living Fund will give small grants to projects and activities that directly lead to people taking part in sustained physical activity. The aim of the fund is to help remove the barriers which stop people being active.
Award criteria
The Kelloggs Active Living Fund is keen to fund activities that enable adults and children to exercise together. The fund is open to applications from charities and other voluntary and community organisations. Schools can apply but the fund will only consider contributing towards extra-curricular activities that promote sustained physical activities.
Kelloggs will make a grant of up to £1,000, but will only fund activities or projects where the grant makes a signifi cant impact. For example, Kelloggs would consider a grant of £1,000 for a £2,000 project, but would not consider a grant of £1,000 for a £10,000 project.
Applications will be judged against two key criteria: Project type and benefi ciaries.
You are more likely to receive funding if your project meets the top priority in both criteria. These are, (a) innovative ways of getting non-active individuals active, and (b) family units, children and adults, undertaking physical activity together.
Three good examples of high priority applications are:
A project that establishes exercise classes where mums and kids exercise together.
A walking project designed for adults and families.
A project which enables adults and children to learn to swim together.
The Active Living Fund will not make a grant:
To individual athletes, sportsmen and women.
For costs associated with salaries or posts.
To profi t-making organisations. Towards transport costs, as all projects should be accessible to ensure sustainability.
PRIMARY/SECONDARY
The BBC Wildlife Fund
The BBC Wildlife Fund is a grant-giving charity set up in May 2007 to distribute money raised by donations to help support projects protecting the world’s endangered wildlife.
Award criteria
The remit of the BBC Wildlife Fund is: To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.
To help protect and improve the natural habitats that wildlife and humans share.
Once the total amount raised from appeals in summer 2007 is known, the fund will work with a wide range of
wildlife charities to assess how and where the money can make the most difference.
The fund will welcome grant applications from groups working internationally and in the UK. However, it can not do so until the total amount raised during the Saving Planet Earth season is known.
BBC Wildlife fund
Deadline
Likely to be sometime in December 2007
Amount of award
As yet unknown
Contact details
BBC Wildlife Fund PO Box 60905 London W12 7UU
web:
www.bbc.co.uk/savingplanetearth/ aboutus/
index.shtml
Fundraising for Schools September 2007 7
To applications where the request does not directly support the activity being undertaken, for example the fund will consider a request for equipment, but not for maintenance on a building being used.
To retrospective applications, where the activity has either taken place or has commenced at the time an application is considered by the Kelloggs panel.
Kelloggs Active Living Fund
Deadline
Ongoing
Amount of award
Up to £1,000
Contact details
email:
darren@communityfoundation.co.uk web:
www.kelloggs.co.uk/company/ corporateresponsibility/activelivingfund
The Ford Britain Trust supports local projects based near its main manufacturing plants, Andrew M
The Ford Britain Trust was created by Trust Deed on 1 April 1975 for the advancement of education and other charitable purposes benefi cial to the community.
In making donations, the trustees pay particular attention to those organisations (including schools) that are located in and operating in areas where the Ford Motor Company Ltd has its present activities and a long standing association with local communities in the UK. Particular consideration is also given to organisations and projects that support the principles embodied in the company’s policies on diversity.
The trust makes donations to undertakings concerned with the advancement of education and other charitable purposes. Preference is given to registered charities (or similar) located and working in areas in close proximity to the company’s locations in the UK. These are Essex (East London), South Wales, Southampton, Daventry and Leamington Spa (although this latter plant is closing).
Special attention is given to projects concerned with education, environment, children, the disabled, youth activities, and projects that will provide clear benefi ts to local communities. Applications coming from, or relating to, projects based outside these geographical areas are generally not considered.
National charities are assisted rarely, and then only when the purpose of their application has specifi c benefi t to communities located in close proximity to Ford locations. An example of one support that could also be relevant to schools is contained in the sidebox.
Applications for sponsorship, individuals, research, overseas projects, travel, religious or political projects are not eligible.
Grants made by the trust are usually: One-off donations for a specifi c capital project.
Funding for part of a project, typically items of furniture and equipment.
Applications are rarely considered for:
Core funding and / or salaries. Revenue expenses. Major building projects.
Grants usually range between £100 and £5,000. Applications for funding for new Ford vehicles are considered when two- thirds of the purchase price is available from other sources. Any subsequent grant is unlikely to exceed £2,000, but in the case of registered charities, it may also be possible to arrange a reduction from the recommended retail price. Grants are not available for the purchase of second-hand vehicles.
The trustees meet in June and November each year. Applications are considered in order of receipt and therefore it often takes several months, for an application to be processed. Although each application is considered carefully, the number of applications the trust receives far outstrip its resources and, because of this, the number of applicants that it is able to h limited. The decision of the trustees is
The following guidelines should be considered when making an appli to the trust:
Applications should be by let is no application form) to th below, setting forth the pur project; whom it is intende and how; why the project and necessary (how were done before?); how it is the project will be carri it will start and fi nish; of the project; how mu raised so far towards
the sources o and expecte activities by project; an are applyi
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Fundraising
for Schools
December 2007 Issue 84
Your practical guide to raising money
On the agenda:
Creating chances
arning about the arts is part of a good education. We want all children to e the chance to develop their creativity,’ said culture secretary James Purnell.
urse there is absolutely nothing l in this. It is well-known that and the arts are important for ping social skills, self-confi dence, y, empathy, imagination... and the d go on ad infi nitum.
ignifi cant is the huge cash Government has committed to cation (page 2). This funding local authorities to provide music tuition. It will also be
s brand new instruments, – a programme led by Youth ned to get primary-aged ing regularly.
he largest sum of money nt has put towards music atives. It is a positive ers are listening to t the arts are fi rmly at
ssue
etition
s
g s
the top of the educational agenda, where they belong.
Carrying on with this theme, pages 4, 6 and 7 contain information on funding for arts education. On pages 10 and 11, Shari Baker looks at some ways schools can access quality provision from creative industries. She examines what support there is – in terms of both funding and training – to help schools increase creativity within their curriculum.
In keeping with this, Fundraising for Schools is offering readers the chance to win a Literacy Software pack, designed to develop creativity and encourage story- telling skills. Turn to page 3 for more details...
2
3 4 5
6-9
10-11 12-13
14-15 16
Also in this issue...
In the latest instalment of his series on Gift Aid, Barry Gower takes a detailed look at how it can be gained successfully from charity auctions (pages 14-15). He fl ags up some of the pitfalls to be avoided and considers a few of the best items to put up for sale.
And finally...
As the winter term gradually draws to a close, many schools will be holding Christmas fairs. If your school has a fundraising event planned, please write and tell us about it: amy.g@
markallengroup.com. Therewill b for the most inte id
All about
Fundraising for Schools
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Subscription details: One year £49.50. Two years £89.00. Please complete and return the subscription form on page 16
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leading source of information on grants. It will help you apply for money to the appropriate places at the appropriate times. You can be sure that the content will be: Relevant to schools. Useful for schools. Benefi cial to schools.
Fundraising for Schools is written
for the head or deputy with delegated responsibility for fundraising, school development offi cers and interested chairs of governors and PTAs.
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