This report examines the factors that promote good outcomes across a range of different provision for pupils with learning difficulties and disabilities. It found effective provision was distributed equally between mainstream and special schools when certain factors were securely in place. However, more good or outstanding provision existed in resourced mainstream schools.
Between summer 2005 and spring 2006, Her Majesty’s Inspectors (HMI) and Additional Inspectors visited 74 schools across 17 local authorities. The selection of mainstream schools, resourced mainstream schools, special schools and pupil referral units (PRUs) represented a range of phases, types and sizes across Ofsted’s three regions (North, Midlands and South).
The key questions addressed by the report were:
- Which type of school is best for pupils with learning difficulties and disabilities (LDD)?"
- What is good progress?
- Do statements make a difference?
- What needs to change to improve provision?
The main question addressed, however, is
- Does it matter where pupils are taught?
The survey found:
Effective provision was distributed equally among the mainstream and special schools visited, but there was more good and outstanding provision in resourced mainstream schools than elsewhere. The co-location of special schools on mainstream sites provided good opportunities for LDD pupils to mix with their peers in mainstream schools, but no more so than in resourced schools.
Although there was generally more aspiration towards collaboration between the special and mainstream sectors, good joint working was rarely observed. Effective provision was distributed equally among the mainstream and special schools visited, but there was more good and outstanding provision in resourced mainstream schools than elsewhere.
PRUs were most likely to be the least successful of all settings visited.
Initial Teacher educators will be interested in the following recommendations from the report:
The Training and Development Agency should:
- improve the initial training and continuing professional development in the field of Learning Difficulties and Disabilities (LDD) for all teachers
- provide more opportunities for specialist training in teaching pupils with learning difficulties in general and for particularly complex disabilities.
page 4
The attached document below provides a detailed summary taken from the notes for the Power-Point presention to accompany this report.
Keywords
inclusion, special educational needs, placement, outcomes, learning difficulties, complex learning needs
Find out more
- Inclusion: does it matter where pupils are taught? presentation
(powerpoint
- 121 Kb
)
This presentation can be used with a wide range of professionals working in education. For example, those with a strategic role for children’s services regionally or in a local authority, headteachers, teachers and other practitioners.
Authors :
Ofsted
Source :
http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=4123
Publisher :
Ofsted
Article Id :
12629
Date Posted:
20/7/2006