OUTCOMES References
17 When we talk about the SEN framework we are referring to the legislation,
primarily the Education Act 1996, and the guidance in the SEN Code of Practice
18 DCSF (2008) The Children?s Plan: One year On
19 Ofsted (2004) SEN and disability: towards inclusive schools
20 The data in this section are taken from: DCSF (2009) Children with special
educational needs 2009: an analysis
21 The P (performance) scales are a set of attainment descriptions for recording the
performance of pupils aged 5?16 with special educational needs (SEN) who are
working towards the first level of the National Curriculum (level 1). The P scales
are split into eight different levels with P1 being the lowest and P8 the highest.
Level P8 leads into national curriculum level 1
22 The data in this section are from: DCSF and National Strategies (2009)
Progression Guidance 2009?10: improving data to raise attainment and maximise
the progress of learners with special educational needs, learning difficulties and
disabilities
23 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry
24 DCSF & National Strategies (2009) Guidance on the attendance of pupils with
special educational needs (SEN)
25 Tellus is an annual self completion survey which collects pupils? views on their life,
their school and local area. The survey includes a question that asks the pupil if
they have a learning difficulty. No definition of learning difficulty is provided. The
survey quoted was completed in the academic year 2007/08
26 ibid
27 Peacey N, Lindsay G, Brown P and Russell A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry
28 National College for School Leadership (2007) What we know about School
Leadership. Nottingham: NCSL
29 Ofsted (2006) Inclusion: Does it matter where pupils are taught?
30 Learning difficulties and disabilities (LDD) is Ofsted?s terms for referring to
disabled pupils and pupils with SEN
31 Ofsted (2006) Inclusion: Does it matter where pupils are taught?
32 National College for the Leadership of Schools and Children?s Services with the
National Strategies and DCSF (2009) Achievement for All: characteristics of
effective inclusive leadership ? a discussion document. Nottingham: NCLSCS
33 DCSF (2009) Children with special educational needs 2009: an analysis
35 Sir Alan Steer (February 2009) Review of pupil behaviour: Interim report 4.
36 Pupil responding to the web survey
37 Wild D (2009) One-to-One Tuition ? Making Good Progress Pilot. whatworkswell.
standards.dcsf.gov.uk
38 Mason P, Loveless L, Lewis A, Morris K and Clarke H (2008) Opportunities for Fun
and friendship for disabled children and young people: A focused review of the
literature. London: BBC Children in Need/University of Birmingham
39 Stobbs P (2008) Extending Inclusion. Council for Disabled Children
40 Solihull Metropolitan Borough Council (2009) Educational Psychology Service
Guide 2009?10
41 Blatchford P, Bassett P, Brown P, Koutsoubou M, Martin C, Russell A & Webster R,
with Rubie-Davies C (2009) The deployment and impact of support staff in schools:
The impact of Support Staff in Schools: Results from Strand 2 Wave 2 (DCSF
Research Report 148). London: Department for Children, Schools and Families
42 Training and Development Agency for Schools: www.tda.gov.uk/support/
nos.aspx
43 Ofsted (2006) Inclusion: Does it matter where pupils are taught?
44 Response to web survey
45 Sir Jim Rose (2009) Identifying and Teaching Children and Young People with
Dyslexia and Literacy Difficulties
46 DCSF (2004) Removing Barriers to Achievement
47 SEN is a key element in Phase 2 of the MTL and in Phase 3 teachers can choose
to specialise in SEN and disability.
48 Rose J (2009) Identifying and Teaching Children and Young People with Dyslexia
and Literacy Difficulties
49 TDA and DCSF (2008) Working in partnership with parents/carers
50 Peacey N, Lindsay G, Brown P and Russell
A (2009) Increasing Parents?
Confidence in the Special Educational Needs System: Study Commissioned to
Inform the Lamb Inquiry
51 Tellus3 survey: survey data collected in the academic year 2007/8. In the Tellus
survey the pupils themselves stated whether they had a learning difficulty
52 Batten A and others (2006) make school make sense: Autism and education, the
reality for families today. London: National Autistic Society
53 Badman G (2009) Report to the Secretary of State on the Review of Elective
Home Education in England
54 Department for Education and Skills and Disability Rights Commission (2006)
Implementing the Disability Discrimination Act in schools and early years settings.
London: Department for Education and Skills
55 DCSF (2008) Bullying Involving Children with Special Educational Needs and
Disabilities: Safe to Learn: Embedding anti-bullying work in schools
56 Newton C and Wilson D (2003) Creating circles of friends: a peer support and
inclusion workbook. Inclusive Solutions
57 DCSF (2009) Make them go away: clients.mediaondemand.net/take1flv/
dcsf/send/send_online/index.htm
58 Parent in: Lamb Inquiry: Oxfordshire Project Report, July 2009
59 DCSF (2009) Permanent and fixed period exclusions from schools and exclusions
appeals in England, 2007/8. Statistical First Release 18/2009
60 DCSF (2008) Improving behaviour and attendance: guidance on exclusion from
schools and Pupil Referral Units
61 the form can be downloaded from: www.treehouse.org.uk/files/treehousecorp/
files/D16Parentsexclusion_record.pdf
62 Data brought together for the National Strategies detailed study of exclusions
63 Sir Alan Steer (February 2009) Review of pupil behaviour: Interim report 4
64 DCSF (2009) Permanent and fixed period exclusions from schools and exclusions
appeals in England, 2007/8. Statistical First Release 18/2009
65 DCSF (2008) Improving behaviour and attendance: guidance on exclusion from
schools and Pupil Referral Units
66 Lamb B (2009) SEN and exclusions policy ? time for a review? Education, Public
Law and the Individual, Vol 13 Issue 3