ࡱ> g nebjbj:: ;Xv\Xv\Y?x!x!######8L#d#L#v#$$$%'"' 'uuuuuuu$wzpu#'l'"'''ux!0"$%ut,t,t,'p"8%#%du4t,'ut,t,iL"p%;l& 4(lLPuu0v(m!{)X!{pp!{#Tq''t,'''''uut,'''v''''!{'''''''''> > : Comprehensive Spending Review Submission by the National Deaf Childrens Society May 2019 Summary Over a third of local authorities in England have cut 6.3m from their budgets for specialist education support for deaf children since 2014, with over 1.1m of cuts planned this year. At the same time, the number of Teachers of the Deaf, who provide vital support for deaf children, has fallen by 15% since 2011. Services are increasingly rationing the specialist support they provide whilst many deaf children are missing out on hearing technology that could help ensure they start school with age-appropriate language. The Comprehensive Spending Review provides an opportunity to address this growing and urgent crisis. Investing in special educational needs support for deaf children will help ensure that deaf children grow up to become independent adults, able to contribute their talents to the British economy. Conversely, a failure to invest in deaf childrens futures is likely to result in greater cost pressures on public services, a lower return to the economy and a generation of lost potential. Key facts There are more than 50,000 deaf children and young people across the UK. Theres been a 12% increase since 2015 in the number of deaf children identified as needing special educational needs support. Over 90% of deaf children are born to hearing parents who have no prior experience of deafness. These parents rely on advice from specialist Teachers of the Deaf to support their childs language and communication skills. Around 80% of deaf children attend mainstream schools, where they may be the only deaf child. Teachers of the Deaf play a key role in helping all teachers to understand how to differentiate the curriculum and provide effective support. Despite the fact that deafness in itself is not a learning disability, deaf children underachieve throughout their education. In their GCSEs, deaf children achieve, on average, a whole grade less in each subject than other children. Background Specialist education services for deaf children are small teams of experts working in education. These services usually employ a team of peripatetic or visiting Teachers of the Deaf who provide advice and support to deaf children, families and other education professionals. These services are usually commissioned by the local authority and funded through the High Needs block (itself, part of the Dedicated Schools Grant). As research commissioned by the Department for Education has found, Teachers of the Deaf and specialist education services for deaf children play a crucial role in advising mainstream teachers and ensuring that the needs of deaf children are met. Special educational needs and disabilities (SEND) funding We have been tracking local authority spending on specialist education services for deaf children since 2011. Our results continue to paint a picture of a worsening crisis with services under increasing pressure in many areas. Initial analysis shows that this year 41% of services plan to cut or freeze their budget, with 1.1 million being lost. In these areas, budgets are being cut by an average of 7%. Since 2014, over a third of services (34%) have reduced their budgets, with over 6.3m being lost in these areas. On average, these local authorities have cut their budgets by 17%. A number of local authorities have still yet to provide us with information on their plans for this year which means these figures may rise. We believe these cuts are having an impact on the front-line services that deaf children receive. Research indicates that the average caseload for each Teacher of the Deaf has risen from 44 children to 60 between 2013 and 2018. In addition, a survey of over 600 Teachers of the Deaf in January 2019 found that: 85% feel their workload has increased since 2014, with 56% saying it has increased significantly 58% reported there was less support for deaf children now, compared to 2014. A survey of parents of deaf children in November 2018, which received over 1,000 responses also found: 93% of parents are worried about the future of their deaf childs support 82% say there is not enough funding of education support for deaf children in their area 42% of parents feel that things have got worse for their deaf child since 2014 just 5% say they have got better. We believe that these cuts are being driven by wider pressures around SEND funding. The Department for Education has protected high needs funding to support children with SEND in cash terms, but the budget has not been adjusted to reflect: the rising number of children and young people requiring additional support. Government figures show that the number of school-aged deaf children with special educational needs has risen by 12% since 2015. More widely, the number of all children with statements or Education, Health and Care (EHC) plans increased by 33% between 2015 and 2018. greater local authority responsibilities to support young people with SEND, aged between 16 and 25, following the SEND reforms introduced through the Children and Families Act 2014. Nearly three quarters (74%) of those with a new statement or EHC plan since 2014 fall in the 16-25 age group. Despite this, many specialist education services for deaf children report to us that they are not funded to provide support to deaf young people in further education. a trend towards many more children being placed in special schools. The number of children with statements or EHC plans in special schools rose by 16% between 2015 and 2018. Further evidence that the additional funding has been insufficient to meet increasing demands is reflected in data from SEND Tribunals. This shows an 80% increase in appeals registered with the Tribunal since 2014/15. Since then, the proportion of decisions made by the Tribunal in favour of families ranged between 86% and 89%. This again indicates concerns over the adequacy of SEND funding, as well as the high level of frustration by families over SEND support in place. Many parents feel anger that local authority SEND funding is being used in many areas to employ barristers to fight them in Tribunals, rather than to ensure their child has the support they need. These pressures have also been recognised by the Local Government Association who, in response to our campaign, said: "We have made it clear for some time now that there must be additional and on-going funding from the Government to enable us to support high-needs children and their families, otherwise councils may not be able to meet their statutory duties and these children could miss out on a mainstream education. This is why we are calling for an urgent review of funding to meet the unprecedented rise in demand for support from children with special educational needs and disabilities. Recent high-profile cases of local authorities restricting its provision to core statutory services only (Northamptonshire) or legal action being taken successfully against local authority cuts to SEND budgets (Bristol) adds to this urgency. In light of this, we believe that the Comprehensive Spending Review must provide significant additional investment into the High Needs block. Other proposals In terms of support for deaf children, there are two specific areas - on Teachers of the Deaf and radio aids - where we believe additional discrete investment is needed. Funding these discrete elements would send a powerful signal that HM Treasury and the Department for Education is committed to making a difference for deaf children. The funding settlement for the Department for Education should also address specific issues around: the national funding formula; post-16 funding; and the accountability framework. 1) Teachers of the Deaf Evidence commissioned by the Department for Education, reports from Ofsted and an international literature review have talked of the importance of the Qualified Teacher of the Deaf role. Parents of deaf children also regularly affirm the importance of this role in consultation exercises and surveys with the National Deaf Childrens Society. In 2018, there were 899 qualified Teachers of the Deaf working in a peripatetic role or in resource provisions. This total has fallen by 15% since 2011. In addition, over half of Teachers of the Deaf are over the age of 50 and hence are due to retire in the next 10 to 15 years. Many services are telling us that they cannot recruit. In 2018, 32% of services reported difficulties in recruiting new Teachers of the Deaf or arranging supply cover over the previous 12 months. A 2016 report, funded by the Department for Education, found that lack of funding for training is a major factor inhibiting the supply of new Teachers of the Deaf. We believe a national systemic approach is needed to address this growing crisis. There is little incentive for local authorities to be proactive in ensuring there are sufficient numbers of Teachers of the Deaf being trained to meet future needs. Many will not be able to meet the financial cost of training new staff whilst also employing someone who has yet to retire. We believe there is a need for HM Treasury and the Department for Education to set up of a bursary scheme to fund the training costs of new Teachers of the Deaf. 3.3m would fund the cost of 400 new Teachers of the Deaf over the next three years. A more detailed proposal has already been submitted to the Department for Education and is available on request. 2) Hearing technology Radio aids help deaf children hear speech by transmitting what people are saying direct to the childs hearing aid or cochlear implant, above any background noise. Research has shown that the use of radio aids can have a big impact in terms of parent-child communication in the critical early years. However, despite these obvious benefits, over a third of local authorities (38%) do not make radio aids available to parents of pre-school deaf children to use at home. Government data shows that 62% deaf children fail to achieve a good level of development in the Early Years Foundation Stage. The cost of a radio aid is around 1,000 each. We have estimated that it would cost approximately 2.1m to ensure that deaf children in the remaining 38% of non-providing local authorities have a radio aid. 3) Addressing issues around the national funding formula The Comprehensive Spending Review also provides an opportunity to address concerns around how the national funding formula for schools is working. The formula means that 99.5% of the schools block is now ring-fenced. The remaining 0.5% can only be transferred to the high needs block (which funds SEND support services) with the agreement of the Schools Forum. This ring-fencing is making it harder for local authorities to move funding to respond to growing SEND pressures. This is evidenced by the large number of local authorities that have applied to the Department for permission to overrule the Schools Forum and/or go beyond 0.5%. We understand that, in 2018, 38 local authorities made a formal request for disapplication of the ring-fence this year, of which 31 were allowed to proceed. We are also concerned that the ring-fence may introduce a perverse incentive for schools to off-load children with SEND out of mainstream settings. Currently, mainstream schools cover element 1 (basic entitlement that all children receive) and element 2 (additional support funding for lower level needs), with local authorities providing top-up funding (from the high needs block). If a pupil moves from a mainstream maintained school to a special school, local authorities become responsible for commissioning a place and funding all three elements. The ring-fence reduces the flexibility that local authorities previously had to claw-back funding from schools to respond to any emerging issues like this and exacerbates the funding pressures being faced by local authorities. We recommend that, as part of the Comprehensive Spending Review, HM Treasury explore with the Department for Education: whether the ring-fence can be relaxed or removed whether and how the Schools Forum should include more SEND representation, and become more accountable and transparent if the ring-fence is to continue, ensuring that the baseline budgets for the high needs block are reset to reflect decisions made in previous years by the Schools Forum and/or the Secretary of State. 4) Post-16 funding SEND funding for mainstream post-16 providers is provided where a young person has been commissioned a place using high needs funding. In practice, this means that, in many areas, colleges will only receive funding for young people if they have an Education, Health and Care (EHC) plan. Government figures suggest that more than 85% of deaf young people do not have an EHC plan. If SEND funding is, in practice, restricted to those with an EHC plan, this means that a large number of deaf young people are less likely to get the support they need to access the curriculum, such as a radio aid to help with additional amplification or note takers. Research published in 2015 already indicated concerns in this area. For example, it found that one quarter of deaf young people did not gain any qualification whilst in further education. In addition, deaf young people were twice as likely to drop out as their peers. Whilst colleges receive disadvantage funding which can be used to meet the needs of disabled young people without an EHC plan, it is not restricted to this purpose and nor do we believe it is set at a sufficient level. 5) Strengthening the accountability framework To ensure that any additional investment is well-spent and leads to improved outcomes for deaf children, we recommend that HM Treasury and the Department for Education invest in strengthening the SEND accountability framework. In response to a survey of parents of deaf children in November 2018, 67% told us they dont have enough information about the quality of education services for deaf children in their area. In 2016, Ofsted and the Care Quality Commission introduced new inspections of local area provision for children with SEND, two years after the SEND reforms were passed. However: it has not yet been confirmed whether Ofsted will receive funding to continue the inspections beyond the existing five-year programme. Without this commitment, we feel there will be little incentive for local authorities that have already been inspected to maintain or improve the quality of SEND provision. only around half of the inspection reports to date have made any reference to deaf children and even then, references tend not to be more than a brief sentence. This means that we still do not have detailed information on the quality of specialist education services for deaf children. To address this, we would like Ofsted to begin ad-hoc in-depth inspections of specific services for different groups of children with SEND, alongside the existing inspections. It is also important that the accountability system has the confidence of parents. Currently around half of all local areas are failing the inspection and being required to produce written statements of action to show how they will improve. We believe that any follow-up action by Ofsted and the Department for Education to ensure these failings are addressed need to be robust and credible. Parents of deaf children will expect consequences to be as severe as if, for example, a school was in special measures. Parents will also be looking for action to be taken against local authorities that use SEND funding to fight parents in SEND Tribunals, when Tribunals so consistently find in favour of parents. However, currently, it is unclear what powers of intervention are available to Ofsted and/or the Department. It is also unclear if and when such powers will be used. Contact Sally Etchells, Government Relations and Partnerships Advisor Tel: 020 7014 1179 or email:  HYPERLINK "mailto:Sally.Etchells@ndcs.org.uk" Sally.Etchells@ndcs.org.uk. Endnotes      Consortium for Research into Deaf Education (CRIDE). CRIDE report on 2016/17 survey on educational provision for deaf children in England.  HYPERLINK "http://www.ndcs.org.uk/CRIDE" www.ndcs.org.uk/CRIDE  Figure calculated using Department for Education reports on special educational needs data.  HYPERLINK "https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018" https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018. The number of children in primary, secondary or special schools where hearing impairment was identified as the primary special educational need rose from 19,350 in 2015 to 21,746 in 2018.  Mitchell, R.E. and Karchmer, M.A. Chasing the Mythical Ten Percent: Parental Hearing Status of Deaf and Hard of Hearing Students in the United States. Sign Language Studies. 2004. 4: 138163.  Consortium for Research into Deaf Education (CRIDE). CRIDE report on 2016/17 survey on educational provision for deaf children in England.  HYPERLINK "http://www.ndcs.org.uk/CRIDE" www.ndcs.org.uk/CRIDE  The National Deaf Childrens Societys summary of government statistics on deaf childrens attainment data is published at:  HYPERLINK "https://www.ndcs.org.uk/media/3468/ndcs-note-on-attainment-data-2018.pdf" https://www.ndcs.org.uk/media/3468/ndcs-note-on-attainment-data-2018.pdf.  Carroll, J. et al (2017) SEN support: A rapid evidence assessment. Department for Education.  HYPERLINK "http://www.gov.uk/government/publications/special-educational-needs-support-in-schools-and-colleges" www.gov.uk/government/publications/special-educational-needs-support-in-schools-and-colleges.  Consortium for Research into Deaf Education (CRIDE). CRIDE report on 2016/17 survey on educational provision for deaf children in England.  HYPERLINK "http://www.ndcs.org.uk/CRIDE" www.ndcs.org.uk/CRIDE  Survey results available on request.  Survey results available on request.  Figure calculated using Department for Education reports on special educational needs data.  HYPERLINK "https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018" https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018. The number of children in primary, secondary or special schools where hearing impairment was identified as the primary special educational need rose from 19,350 in 2015 to 21,746 in 2018.   HYPERLINK "https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018" https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018   HYPERLINK "https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018" https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018   HYPERLINK "https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018" https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018   HYPERLINK "https://www.gov.uk/government/statistics/tribunals-and-gender-recognition-certificate-statistics-quarterly-july-to-september-2018" https://www.gov.uk/government/statistics/tribunals-and-gender-recognition-certificate-statistics-quarterly-july-to-september-2018   HYPERLINK "http://www.sec-ed.co.uk/news/services-for-deaf-children-hit-by-4m-worth-of-cuts-across-45-local-authorities/" http://www.sec-ed.co.uk/news/services-for-deaf-children-hit-by-4m-worth-of-cuts-across-45-local-authorities/  Carroll, J. et al (2017) SEN support: A rapid evidence assessment. Department for Education.  HYPERLINK "http://www.gov.uk/government/publications/special-educational-needs-support-in-schools-and-colleges" www.gov.uk/government/publications/special-educational-needs-support-in-schools-and-colleges.  In the Ofsted Communication is the Key (2012) report, Ofsted stated when deaf children progressed well, it was because services were underpinned by a good understanding of the need for specialist services for deaf children and a strong commitment to maintain them.  HYPERLINK "http://www.gov.uk/government/publications/communication-is-the-key" www.gov.uk/government/publications/communication-is-the-key  A review by Marc Marschark stated that: The learning styles and needs of deaf and hard-of-hearing students differ sufficiently from those of their hearing peers to require specialised programming and teaching methods or strategies if children are to achieve their full potential. Special assistance thus is also required for teachers.  HYPERLINK "http://www.ncse.ie/wp-content/uploads/2014/10/1_NCSE_Deaf.pdf" www.ncse.ie/wp-content/uploads/2014/10/1_NCSE_Deaf.pdf  Consortium for Research into Deaf Education (CRIDE). CRIDE report on 2017/18 survey on educational provision for deaf children in England.  HYPERLINK "http://www.ndcs.org.uk/CRIDE" www.ndcs.org.uk/CRIDE  22% of services said they had difficulties in recruiting for a permanent post whilst 26% reported difficulties in recruiting for supply cover. The 32% figure refers to those who experienced difficulties in either. See page 9/10 of the CRIDE England 2018 report, available at  HYPERLINK "http://www.ndcs.org.uk/CRIDE" www.ndcs.org.uk/CRIDE.   HYPERLINK "http://www.natsip.org.uk/doc-library-login/supporting-the-si-workforce/report-on-the-factors-promoting-and-inhibiting-the-successful-supply-of-specialist-teachers/1040-a-report-on-the-factors-promoting-and-inhibiting-the-successful-supply-of-specialist-teachers" www.natsip.org.uk/doc-library-login/supporting-the-si-workforce/report-on-the-factors-promoting-and-inhibiting-the-successful-supply-of-specialist-teachers/1040-a-report-on-the-factors-promoting-and-inhibiting-the-successful-supply-of-specialist-teachers  Consortium for Research into Deaf Education (CRIDE). CRIDE report on 2017/18 survey on educational provision for deaf children in England.  HYPERLINK "http://www.ndcs.org.uk/CRIDE" www.ndcs.org.uk/CRIDE  The National Deaf Childrens Societys summary of government statistics on deaf childrens attainment data is published at:  HYPERLINK "https://www.ndcs.org.uk/media/3468/ndcs-note-on-attainment-data-2018.pdf" https://www.ndcs.org.uk/media/3468/ndcs-note-on-attainment-data-2018.pdf.  This has been calculated with reference to the total number of pre-school deaf children in the remaining 38% non-providing areas, using data from the Consortium for Research into Deaf Education (CRIDE) 2016/17 survey on educational provision for deaf children in England. This data suggests there were 2,149 pre-school deaf children in these areas in January 2017, the most recent figures we have.   HYPERLINK "https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Commons/2019-03-04/228138/" https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Commons/2019-03-04/228138/  If the school is an academy, the Education Skills and Funding Agency covers elements 1 and 2  Drawing on data from Department for Education response to Freedom of Information requests submitted by the National Deaf Childrens Society, we estimate that 13% of deaf young people in year 12 have an EHC plan. Data is taken from 2015/16 academic year.  Young, A et al. Deaf young people in further education. 2015. The University of Manchester/National Deaf Childrens Society. Available at  HYPERLINK "http://www.ndcs.org.uk/research" www.ndcs.org.uk/research.  Survey results available on request.  National Deaf Childrens Society analysis available on request.  ,RS[\]defg   ! 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