Special educational needs – behavioural difficulties

Change the system for identifying students with Special Educational Needs. Remove the incentive for schools to tolerate and enourage unruly children (as long as they bring extra funding) and use lobbying by parents for SEN support for their child as a warning flag that the system may be being manipulated.  Where manipulation is suspected, this should be a trigger more rigorous assessment informed by the evidenced observations of those directly responsible for the student's learning (teachers and teaching assistants – not SEN co-ordinators who are managers whose budgets directly benefit from increased rolls). Advantage the genuinely needy by valuing and encouraging school identification of SEN but limit individual school SEN funding to a maximum percentage above the norm for their catchment population.

Why is this idea important?

Change the system for identifying students with Special Educational Needs. Remove the incentive for schools to tolerate and enourage unruly children (as long as they bring extra funding) and use lobbying by parents for SEN support for their child as a warning flag that the system may be being manipulated.  Where manipulation is suspected, this should be a trigger more rigorous assessment informed by the evidenced observations of those directly responsible for the student's learning (teachers and teaching assistants – not SEN co-ordinators who are managers whose budgets directly benefit from increased rolls). Advantage the genuinely needy by valuing and encouraging school identification of SEN but limit individual school SEN funding to a maximum percentage above the norm for their catchment population.