Special Educational Needs


Strong in name, strong in build R


ecently launched into the UK market is a range of bikes, trikes and scooters for schools and nurseries, all designed in England by educational specialist Agenta Marketing and built in Sweden. These products encourage gross motor skills in children through physical and imaginative play.


It has been found that bikes and trikes, especially the smaller ones, are used so intensively in UK settings that many become worn out before the end of a typical limited 3 year warranty. To overcome this Agenta has worked with a high quality Swedish manufacturer to develop a range of 6 models, all of which have a comprehensive and unique 5 year warranty, and are specifically designed for daily intensive use in the UK with 25% more steel than competitive ranges. In times of tight budgets these trikes represent real and exceptional value for money. One primary school Head reported that, in her view, “the Strong range is an investment and not a cost.”


The range is launched with 4 mini models – trike, trike for two (to encourage co-ordination and co- operative play), tall scooter and first scooter; and 2 larger models, a trike and a taxi.


uAgenta Marketing Ltd u01536 401128 uwww.agentamarketing.com


Proposals to help children with learning needs rather than SEN include: • Extend the Achievement for All programme so personalised support is mainstream in all schools. This programme has seen an increase in


• results and a decrease in pupils on the SEN register.


• Facilitate the transition to the open market of Every Child a Reader, Every Child a Talker and Ever Child Counts programmes to help those children struggling with early communication, reading and mathematics.


• Introduce phonics-based training to support children who need additional help in reading.


• Work with SEN specialists as we develop the Reading Progress Check for six year olds to help identify children who require additional support.


The SEN Green Paper 2011


The proposals include: • including parents in the assessment process and introduce a legal right, by 2014, to give them control of funding for the support their child needs


• replacing statements with a single assessment process and a combined education, health and care plan


• ensuring assessment and plans run from birth to 25 years old


• replacing the existing School Action and School Action Plus system with a simpler new


May 2011


school-based category to help teachers focus on raising attainment


• overhauling teacher training and professional development to better help pupils with special educational needs


• injecting greater independence from local authorities in assessments by looking at how voluntary groups might coordinate the package of support


• giving parents a greater choice of school and give parents and community groups the power to set up special free schools.


www.education-today.co.uk 23


• Introduce a new performance table indicator to give parents clear information on the progress of the lowest attaining pupils.


• Direct funding to the most deprived pupils through the Pupil Premium.


• The consultation lasts four months, and local testing will go on until September. There will be a further report and plan by the end of the year, with legislation due in May 2012 at the earliest.


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