• Context and Background

• School Related Activities –

• Key Issues emerging from the Activities

• Summary

In May 2000 Alderman Jackson School, Ethel Tipple School, King’s Lynn, Parkside School and Clare School, Norwich and Edinburgh Road School, Holt commenced discussion and planning with the LEA in relation to the key aims identified within a successful Standards Fund bid. The five special schools to be involved in the initial project were identified and prioritised in relation to key proposals and areas for development within the Review of Special Provision. The pilot development work would therefore inform the future development of the role of all Norfolk special schools in line with the proposals within the DFEE Green Paper ‘Excellence for all Children’ and also within the Norfolk LEA Review of Special Provision Review. The aims were to:

• Build on work already completed to develop the concept of special schools that are able to teach and support children with the most significant and complex special needs on an area basis;
• Ensure that participating schools are able to provide specialist curriculum advice to mainstream schools for children who have hitherto attended special schools; and
• Reduce the population of children with more moderate learning needs attending the special schools taking part in the project, thus freeing resources to continue the work beyond the lifetime of the project

The development work commenced within a context of significantly raised awareness in relation to Special Education and Inclusion issues in Norfolk. The Review of Specialist Provision offered opportunity for a comprehensive framework of debate, discussion and feedback relating to the discussion documents circulated to all schools during the Autumn Term 2000. Additionally the focus of bids for schools Standards Funded School Based Activities was specifically that of the development of best practice in relation to inclusion and partnership working. A further Standards Funded Activity undertaken during the year in relation to Social Inclusion enabled secondary phase schools opportunity to develop further a range of responses for pupils who exhibit behavioural and emotional difficulties and are therefore at increased risk of educational and social exclusion.

A wide range of professional development opportunities were also available to teachers and classroom assistants in relation to the development of their professional skills and understanding in relation to inclusive practice. These included the re-focussing of an existing accredited course linked to a Higher Education Institution to address the issue of Inclusion within the context of the development of specialist skills, and the development of an M.L.A. module focussed on practice and research in relation to Inclusion, run by the University of East Anglia in collaboration with the L.E.A.

Prior to the start of the project, the Senior Management Team had developed an Inclusion Project Plan which identified the school aims for the project namely:

• the promotion of meaningful inclusion for all pupils, pre school, primary aged, PMLD and post 16 students
• establishment of dual registration of 75% of primary pupils by 2005, and

• promotion of dual registration of all pupils at Alderman Jackson School.

Staff within the school had also been identified to take forward focussed initiatives, with a senior member of staff undertaking the management and co-ordination responsibility with two days a week allocated to the work. The commitment to inclusive working within the school prior to the project initiative was reflected in the range of well established links with mainstream schools already in place, with children particularly in the Early Years Class and Key Stage 1 already benefiting from mainstream links. The development work undertaken this year has related primarily to:

• the further development of linked mainstream placements for children who attend Alderman Jackson School
• the development of an outreach role
• the further development of professional links with mainstream and special schools, and
• the further development of post 16 provision opportunities

Since September 2000, 10 pupils have commenced mainstream link placements. 2 will shortly move to 2 day mainstream placements. Another pupil will transfer to a mainstream school on a full time basis in September 2001. Placements were identified in consultation with the Area Statement and Assessment Officer and with parents. In all cases, the child’s local mainstream school was the first considered option. A critical success factor in relation to the planning of dual placements has been attention to the importance of clear communication, shared planning and ownership of the aims of the placement. Placements have been set in place within the context of opportunity for reciprocal school visits, staff awareness/training opportunities, and full parental agreement. The dual placement planning process is complex, involving significant numbers of key individuals in both schools. Liaison with parents is of critical importance. Issues relating to transport, access and specialist equipment have also been resolved prior to placement.

Dual placements established to date have focussed largely but not solely on children in the primary phrase of the school. The next stage in the development of links with mainstream schools will focus upon opportunities for individual and group activities at Key Stage 3 & 4.

In consultation with the Area Statement and Assessment Officer, an initial cohort of children were identified for whom it was believed an additional support intervention could enable a mainstream school to successfully support or continue to support a child with complex special educational needs. The children initially identified met all or most of the Indicators for Placement for special school. They all held Statements of Special Educational Need naming a mainstream school. Support is now offered to eight schools, the nature of, and level of intervention, depending on individual circumstances. This area of work will be formalised from April 2001 when a Service Level Agreement will specify

• criteria for requesting support
• referral and review mechanisms
• exit criteria, and
• monitoring arrangements

Alderman Jackson School benefits from long established links with the College of West Anglia. It was however seen as a priority within the context of the Inclusion Project to explore the extent to which these links could be significantly extended to allow post 16 students opportunity to access appropriate learning and social opportunities in a college environment. As dialogue and planning with the College of West Anglia has taken place, the principles underpinning the initiative, namely of offering all pupils/students opportunity for transition, appropriate peer socialisation and appropriate post 16 learning opportunities have been endorsed within a Key Issue in the school OFSTED report published in March 2001.

Meetings have taken place between the college, school and LEA to explore potential opportunities, and a Principles Paper has been discussed with the governing bodies of the college and school which identifies the key features of a shared vision for the future of post-16 education of students with learning difficulties and disabilities in West Norfolk.

A proposal to create within the College of West Anglia a post 16 provision for students will be incorporated within the LEA Framework for SEN Provision and subject to formal consultation procedures and time frames.

The nature of the Inclusion activities undertaken from Alderman Jackson School inevitably brings staff into contact with a significant number of mainstream schools. While the initial focus may be related to a specific child through an outreach role or dual placement, contact thereafter can be mutually beneficial and wide ranging. Teachers and classroom assistants have visited Alderman Jackson School to discuss issues relating to curriculum, resourcing, behaviour, I.E.P. development, TEACCH and support with annual review planning. Links with Ethel Tipple School have offered opportunity for staff to become more aware of the nature of a wider spectrum of needs in preparation for the planning of the development of two age phased schools in King’s Lynn for children with complex learning difficulties.

The significant increase in inclusion related activities has further raised the profile of inclusion issues within the school. It is felt that all are fully committed to the principle of seeking inclusive opportunities for all children and are aware of the benefits mainstream experience can bring. Staff feel increasingly confident when mainstream staff visit and now feel able to accommodate additional visitors in their classrooms. The appointment of a senior teacher to the post of Inclusion Co-ordinator is seen to be a successful model. The time dedicated to the post has allowed time to focus not only on the development of an ‘Inclusion Team’ within the school but to successfully place Alderman Jackson children in mainstream schools and support a cohort of children in mainstream schools.

In June 2000, key areas of activity were prioritised as

• the continued identification of pupils for whom a supported move to full time mainstream school was seen to be appropriate
• the development of links with mainstream schools for individual and groups of pupils
• the development of an outreach role
• the further development of collaborative working opportunities with mainstream schools and with Alderman Jackson School, (to include pupil, teacher or classroom assistant focus) and
• The further development of collaborative working with the College of West Anglia

The identified activities within the school were lead by four members of staff. While the development of an outreach role would be a new area of work, the remaining activities built upon existing initiatives and established practices within the school.

All schools involved in the pilot projects have considered mechanisms though which both teaching and non-teaching staff are able to become confident and increasingly familiar with the context within which mainstream schools function. With this focus, planned visits were arranged for 10 teaching staff, 5 of whom subsequently taught in a mainstream context in the past year. With the proposal to age phase the two special schools in King’s Lynn, 6 staff from Ethel Tipple have visited Alderman Jackson. Additionally a programme of visits for classroom assistants has taken place.

During the project three students have returned to mainstream schools permanently. Additionally, one pupil is attending a local high school for half a day weekly. An additional 24 pupils are currently benefiting from weekly mainstream experiences. This includes students currently being taught Physical Education towards CoEA. There are currently Key Stage 4 links relating to history and planned joint working at Key Stage 3 in mathematics.

Existing links between Ethel Tipple School and the College of West Anglia have been further developed. The establishment of closer links, and sharing of expertise will, it is anticipated result in an enhanced educational experience for students transferring to the College. A comprehensive curriculum mapping exercise has been undertaken. Initial analysis points to areas of overlap between the curriculum at Ethel Tipple School and components of the O.C.R. syllabus. Discussions are currently taking place to address this issue and will result in significantly less duplication of curriculum delivery and enhanced opportunities for students to access O.C.R. curriculum opportunities at Key Stage 4 either at school or in a college setting. Additionally, staff at the two establishments are considering practical mechanisms which will result in more effective transitions for students into the F.E. environment.

In collaboration with colleagues in two other M.L.D. schools work has been undertaken in relation to benchmarking the curriculum for pupils with Special Educational Needs at all Key Stages. The work undertaken has been linked to the development of appropriate software.

A pilot outreach project identified in consultation with the Area Statement and Assessment Officer a small cohort of children currently attending mainstream schools but whose Special Educational Needs met indicators for Special School placement. The focus of the pilot work would be to identify strategies and support mechanisms which could allow those children to successfully attend mainstream schools. This work is currently in its early stages. Issues arising from this area of work are considered separately within this report.

The range of inclusion activities undertaken and the number of staff involved has resulted in a significantly raised profile within the school in relation to Inclusion. The larger number of staff actively involved in discrete activities (primary mainstream links, outreach, secondary mainstream links, and F.E.) has resulted in a heightened awareness within the school of the complexity of issues in relation to the development of inclusive practice. When new appointments to the school are now made, the extent to which candidates can demonstrate knowledge, understanding and experience of the mainstream context is a key consideration.

The impact of the significant time involved when initiating Inclusion activities has been recognised within the school and a balance sought in order that the core work of the school does not become fragmented.

In June 2000 the initial focus of the activities was identified as the inclusion of all Year 3 and 4 children into a mainstream school setting. It was proposed that 14 children would be involved in the initial project. It was anticipated that a small number of this cohort of children could appropriately be placed within a mainstream school on a full time basis and this initiative could provide the supported structure for this to take place in due course.

The planning process was delayed when the school underwent an OFSTED inspection in June. When planning commenced the core group of 14 children had reduced to 10. The complex health care needs of many of the children attending the Clare School have resulted in the need for highly flexible planning which may be deferred or delayed when planned hospitalisation on the deterioration of a known condition takes place. The group identified for the pilot project had been prioritised by senior staff at the Clare School. Criteria for prioritisation included:

• their age (it was believed that the younger children would benefit from an extended period of inclusion within a primary phase environment before transition to High School) and,
• the nature of their special educational needs (the group comprises children with predominately less complex needs. It was felt that planning for success with this cohort of children would inform processes, planning and support mechanisms for future cohorts of children with significantly more complex special educational needs).

The placement planning process involved discussion of both a formal and informal nature with teaching staff and therapists at the Clare School, and with Area Statement and Assessment officers in relation to mainstream schools in the area the children live. There has been difficulty in relation to liaison and planning mechanisms involving the therapists based at the Clare School and school staff. Concern has been expressed that communication has not been clear and that there has not been opportunity for planned and regular discussion and joint working. It is recognised that there has been insufficient opportunity to debate issues relating to the Inclusion agenda and it is proposed that commencing April/May 2001, planning and review meetings will take place on a half termly basis. Senior staff from the Health Authority, The Clare School and the LEA will be invited to participate in a forum whereby it is anticipated that these issues will be addressed.

To date 6 children have been successfully placed in 3 mainstream schools. Two further placements are in the final planning stages. Another will commence when the child returns to school following time in hospital. The Dual Placement Planning process has been used to inform planning. The reports provided by the Occupational Therapists at the Clare School following their assessment visits to mainstream schools have also significantly informed this process. Parents have had opportunity to visit the mainstream schools and also to be involved in planning and discussion processes. Teachers and classroom assistants from the mainstream schools involved in the process have had a range of opportunities to visit the Clare School, meet staff and meet children. Review and evaluation mechanisms are now in place for those children placed in mainstream schools.

It is proposed that future work undertaken builds upon and learns from the pilot activities, and it is proposed that

• One member of staff be identified who will undertake the role of Inclusion Co-ordinator. She/He will benefit from ring fenced time to take forward the work of monitoring and reviewing existing placements and developing and extending links for other pupils. The member of staff will receive support from a senior member of staff currently involved in inclusion activities
• A twice termly meeting will take place to ensure planning, review and development is undertaken in partnership with colleagues involved in inclusion activities

• The primary focus for the development of inclusion links will be at the point of placement for young children. However, this may not always be appropriate if a child moves at a later stage from a mainstream school, and
• The development of a limited outreach role will be explored in relation to assessment and support needs of a small number of children in mainstream schools who require highly specialist Information Technology Equipment in order to access the curriculum.

Internal evaluation within the school has identified the extent to which pupils’ confidence and self-esteem has been raised through mainstream linked placements. Similarly, parents have noted heightened self-esteem and have themselves welcomed opportunity for contact with local schools and the community. The placement planning for some children has been particularly complex. Issues in relation to access, already physically crowded classrooms and access to specialist equipment have resulted in sometimes lengthy planning timescales. Insufficient pupil places in a local school have resulted in time being spent identifying schools further from the child’s home and local community. Curriculum balance has likewise been a key consideration when planning all dual placements ensuring balance and continuity within two school environments.

• The development of an outreach role to support those children, identified via S.&.A.O., with complex S.E.N. within mainstream schools.
• The identification of individual children at Parkside School for whom a supported return to mainstream school was seen to be appropriate.
• The further development of links with mainstream schools that allow groups of children to benefit from focused mainstream experience.
• The further development of links with mainstream schools that allow children to be taught within existing groups at Parkside School, and
• A plan to identify a mainstream link for each new Year 5 child, by December 2000.

The Deputy Headteacher was appointed Inclusion Co-ordinator and a time allocation of two days weekly agreed to take forward the identified activities.

Eleven pupils in 10 schools were initially identified in consultation with Area Statement and Assessment Officers who would benefit from Outreach Support. The same criteria for identification of pupils was used in all schools involved in the pilot project. An individualised school flyer was developed to describe the nature of support accessed through outreach.

In March 2001 the outreach role has grown to 21 pupils in 18 schools. The nature of support is negotiated with each school. A usually intensive intervention initially develops into a twice termly monitoring and review arrangement in most schools.

This area of work continues to develop slowly. One pupil only, moved back to a mainstream school on a full time basis at the start of the project. There are a number of factors relating to this area of work.

• Those involved in placement processes (parents, mainstream schools, L.E.A. staff) are not yet fully aware of the work of the project and are largely still working to long established placement mechanisms. There is a culture of maintaining a mainstream placement until it is ‘no longer sustainable’ and at that point a decision is made to make a referral for special school placement. It has proved therefore difficult to break into this cycle and to explore long term, individual or group links with mainstream schools.
• The cohort of children now admitted to M.L.D. schools frequently experience complex difficulties relating to learning, social and behavioural needs. Whilst learning needs and complex care needs may be successfully supported in a mainstream context (for example with the pupils at Clare School or Alderman Jackson School), the impact of supporting complex social and behavioural difficulties within a mainstream context has proved significantly more challenging.
• Admission to special (M.L.D.) school takes place at Year 4, the point at which many pupils transfer to middle school. This results in planning a new mainstream placement alongside the special placement rather than planning to maintain an existing placement.
• Many teaching staff in special schools have relatively limited recent experience of teaching in mainstream schools and therefore may experience difficulty in making judgements relating to the appropriateness of developing a focussed mainstream link (whether or not as part of a planned return to full time mainstream placement).

Plans for next year at Parkside School will address some of the issues identified through the planning of mainstream linked placements taking place in the Summer Term prior to September admission.

A number of additional initiatives have been developed in relation to partnership working with mainstream schools, other special schools and with other agencies. These include

• A sharing skills workshop planned and run collaboratively with colleagues from the Physiotherapy and Occupational Therapy departments for 20 staff from mainstream schools. Further workshops are planned.
• Discussion has taken place between colleagues at Parkside, Edinburgh Road and Clare School and their School Health Advisor. The outcome of this discussion is that if a child known to the special schools (either through outreach or dual placement work) has high health care needs, she will ensure the mainstream school health advisor is aware and appropriately involved in planning and support.
• Individual/sessional placements at Parkside School for pupils in mainstream school. Pupils have attended literacy and numeracy sessions, and P.S.E.
• Opportunities for all staff at Parkside School to work alongside mainstream colleagues thus furthering their knowledge and understanding of S.E.N. within the context of a mainstream school.
• The extension of working links with other special schools.
• The development of a resource base at Parkside School accessible to partner mainstream schools.
• The development of a Key Stage 4 P.S.E. programme for up to 10 pupils attending mainstream schools in Norwich and
• The development of links with high school S.E.N.C.O.’s in Norwich to discuss, plan and identify future working activities. A key development activity identified by this group has been that of the need to consider how Parkside School could become a focus for a mainstream/special school curriculum development forum, providing opportunity for specialist subject staff to meet, share skills and expertise particularly in relation to differentiation.

Internal evaluation processes within the school identified specific areas where the work in relation to inclusion has been most successful. Opportunities for all staff to become involved in links with mainstream schools is seen to be of particular benefit, raising awareness in relation to the nature of special educational needs issues within the context of mainstream schools. The extent to which the school has been able to develop as a working practitioner base from which Outreach support has operated is seen as a particular strength of the Outreach model. There is recognition within the school that the impact of greater numbers of children benefitting from dual placements places particular demands on the schools timetable to ensure breadth and balance is maintained. Additionally, the need to ensure all staff are fully informed and aware of Inclusion related activities is seen to be of critical importance, particularly in the light of potential staff concerns regarding the future role of special schools.

Finally, the ongoing management of change in relation to links with mainstream schools has to be sensitively managed within the context of extensive and rapid change across other areas of school activity.

The work undertaken within the Inclusion Project at Parkside School has been underpinned by a Steering Group who have met on a termly basis. This group comprising representatives from Parkside School, mainstream partner schools, school governors, L.E.A. colleagues and Parent Partnership has provided a valuable forum for critical discussion and debate which has informed not only the work of the school based activities but also the wider project.

Sheringham Primary School - Start August 2001

Complete December 2001

Sheringham High School, - Start September 2001

Sixth Form Complete January 2002

Edinburgh Road School - Start September 2001

Complete October 2002

Fit out and hand over December 2002

A project of such complexity requires a coherent planning and communication strategy and inter-related groups are in the process of forming, developing terms of reference and identifying areas of work to be undertaken within the next eighteen months. In relation to the development of inclusive practice, an Inclusion Planning Group was formed in September 2000. The group comprises staff from the three schools. While the terms of reference for the group identified review and reporting mechanisms for the development of the emerging inclusive working as it’s core work, the group has provided an important forum for staff to meet and explore both formally and informally issues relating to inclusion. In the Spring Term 2001 the three Inclusion Co-ordinators formed a sub-group and have produced a draft development plan which will be shared with Senior Management Teams. The intention of the development plan is to clearly identify the aims, activities and mechanisms through which success can be evaluated in relation to the development of inclusive practice. The group have identified three key areas of activity, namely:

• Professional development opportunities for teaching and non-teaching staff
• A communication strategy established between schools and accessible to all staff, children, parents and governors; and
• The continuation of planning for individual and groups of children to benefit from inclusive opportunities.

Against this planning background, by April 2001, of the 32 children on role at Edinburgh Road School, 22 will have benefited from learning opportunities either at the primary school or the high school. These range from individual pupil placements in the nursery, the primary and high school which take place on a weekly basis, to group activities of both a short and longer term nature. A key success factor which has underpinned placements has been attention to the pre-planning stage of the process. A structured planning format has been devised and is adapted for use when planning all joint activities.

Clear communication is the key to many aspects of the activities currently in process. While minutes of planning meetings form a vital component of the process it has been agreed that less formal communication mechanisms are of equal importance and to this end the first joint newsletter was published in March and circulated to all staff, governors and parents. For many not actively involved in the planning meetings the newsletter has been the first concrete evidence of progress in relation to the project.

Staff shadowing opportunities and classroom assistant visits and longer term exchanges are currently planned. There is recognition that further detailed planning will be required, particularly in relation to curriculum planning and delivery in order to maximise the opportunities inherent within the project.

Staff at Edinburgh Road School have commented that they have been pleased and at times surprised at the ability of the E.R.S. pupils to manage confidently the mainstream environment. It has been noted that social skills and behaviours have at times exceeded all expectations! The establishment of a range of opportunities for classroom assistants to visit and gain experience working in a mainstream context is seen to have significant potential impact both on individual development opportunities and in relation to a greater understanding of the needs of the children spending time in mainstream classrooms. Additionally, it has been noted that parents who had previously expressed significant concern in relation to Inclusion are now feeling significantly more confident and are recognising that the nature of the detail of planning prior to a child spending time in a mainstream ensures that the placement is planned to secure success.

A number of factors may influence how these practices develop. Many mainstream schools now support children with complex needs in relation to learning, care or emotional or behavioural needs. Children are supported within significantly larger class groupings. Teachers and classroom assistants will inevitably vary significantly in terms of their expertise and their confidence in supporting children. The challenge therefore in developing partnership working between mainstream and special schools lies in the identification of strengths and needs within both sectors. For staff within special schools therefore, the need to become increasingly familiar with the context in which mainstream schools support children with special educational needs is of significant importance. Successful partnership working will be built upon knowledge and understanding of the needs of partners, and the structures in place to allow support partnerships to develop.

Additionally, the role of the Outreach teacher from a special school demands a range of skills of high order. Not only will s/he possess the skills at practitioner level, but also excellent communication skills and organisational skills. The schools involved in the initial development initiatives have been aware of the importance of appointing Outreach teachers who possess these skills and as the work becomes embedded in practice are planning to draw other members of staff into the Inclusion activities, thus enabling a growing number of staff to be better informed of the Inclusion agenda in relation to both special and mainstream schools.

Linked mainstream placements have most successfully been achieved for primary age children with complex/severe learning difficulties. Placements have been underpinned by planning which has identified clear learning objectives. Challenges remain in the identification of meaningful and realistic long term links with high schools for this cohort of children. Whether the primary aged children currently successfully accessing mainstream placements will transfer successfully to high schools in due course remains an unknown factor. However, opportunities for teachers from special and mainstream schools to meet and work collaboratively to fully understand the issues relating to curriculum delivery at high school phase may inform future working.

Within the context of seeking linked placements, the project has been less successful within the M.L.D. section. A number of factors may influence this, namely

• issues already raised in relation to special school staff awareness of the mainstream context and identification of children for whom a return to mainstream is seen as appropriate may have resulted in fewer children being identified for movement from mainstream schools.
• a significant number of children now attending M.L.D. schools experience associated emotional and behavioural difficulties which may impact upon mainstream schools willingness or ability to include them confidently.
• a belief within a mainstream school that a linked placement may result in a child with challenging special needs moving full time into the mainstream school, without appropriate planning, support and review mechanisms
• parental resistance relating to difficulties previously experienced within the mainstream context and
• parental wishes that their child continues to benefit from the protection and secure environment of the special school

If it proves possible in the long term to return greater numbers of children to mainstream schools thus freeing special school places more frequently this will be achieved though a review of current organisational structures which powerfully influence placement processes. These may include:

• the naming of a mainstream school as well as a special school on a child’s Statement of Special Educational Need at the point of admission to special school thus maintaining, rather than severing, the mainstream link and,
• the development of linked processes which would engage mainstream schools in the support and review processes of each child, and

While initial development work has been funded through a Standards Fund Grant, it has been a key aim of the project that long term funding mechanisms be identified. Funding mechanisms will be linked to a specific agreement relating to the activities undertaken within each in relation to Inclusion. These activities will include

• Outreach support
• Dual placements
• Sessional placement for children attending mainstream schools
• Workshop activities
• Mainstream school links in relation to identified activities/curriculum areas (to include pupil/or staff links)

A draft Service Level Agreement has been drawn up for one school within the project. This agreement will provide a model which can be adapted to reflect the working within each school in relation to Inclusion activities identified by the L.E.A. in consultation with the school. The agreement will be reviewed annually and will be responsive to emerging L.E.A. needs and each special schools areas of emerging specialism and expertise.

A key aim within the initial Project Bid was to explore mechanisms though which children with complex special educational needs could be supported on a long term basis within their mainstream schools thus reducing the number of admissions to special schools. A focus of the Outreach pilot would therefore consider key issues relating to the circumstances whereby annually significant numbers of children are referred to admissions panels for placement in M.L.D. schools. The cohort of children identified broadly as M.L.D. presents significant challenges in relation to the inclusion agenda. The children supported by Parkside School and Alderman Jackson School fall broadly into the complex/severe learning difficulties categories of need. With these children there is a very strong parental commitment to the placement of their children in a mainstream school. This commitment has most usually been discussed with the L.E.A. when the child is very young and prior to statutory school placement. The rigorous planning and review processes and support arrangements in place for this cohort of children, combined with clearly articulated parental commitment to mainstream placement combine to maintain significant numbers of successful mainstream placements. However, for the broader group of children admitted to M.L.D. schools, the context within which they are supported differs significantly and a number of additional factors impact upon the decision making process. These may include

• The current designation of L.E.A. special schools in Norfolk and the age of admission to M.L.D. schools which corresponds with transition to middle school
• A perception that at points of transition (first to middle school, and middle to high) a child ‘will not cope’ and requires an alternative learning environment
• A powerful parental belief, usually nurtured over 2 – 3 years that mainstream school cannot appropriately meet their child’s needs. Concerns may relate to the level of additional support received, the degree of confidence and expertise in relation to their child’s Special Educational Needs in the mainstream school and access to ‘specialist’ support (teacher, therapist or specialist equipment)

The context therefore within which the Outreach support model has been developed and the means through which it can be evaluated are complex. The support models have been in place for a maximum of two terms and evaluation measures are therefore limited. Thirty seven children are currently supported in mainstream schools. Of the initial cohort identified in June/July 2000 one was admitted to an S.L.D. school in October 2000. Of the remaining cohort of children, 3 have been put forward for consideration for special school placement. Evaluation proformas were sent to all but one mainstream school involved in the pilot project. Two schools feel currently unable to complete the evaluation as the Outreach work is in its very early stages. Key issues to emerge from the initial evaluation include

• Significant confidence in a partnership which allowed the mainstream school to identify the areas where initial support was required
• Key areas for support related to differentiation, curriculum/resources and behaviour
• Welcoming opportunity to visit special schools, observe classes, discuss resources, meet with special school staff

• Welcoming the very flexible and negotiated nature of the support
• Enhanced confidence/reassurance
• Need for recognition of the time impact for mainstream teachers to meet/plan for children with complex Special Educational Needs
• Pressures of large classes. S.A.T.’s
• Requests for workshop/skill sharing opportunities facilitated through special schools and
• The possible development of resource banks accessible to mainstream schools

An additional aim within the development of Outreach structures was that of clarity in relation to the role of Outreach support from special schools and that of the role of existing support mechanisms and services to include support from the Psychological Service in particular. There has emerged through the initial pilot project some clarity in relation to the nature of support offered by colleagues in special schools which would suggest it can and does differ both quantitatively and qualitatively from that of other agencies, namely

• It is offered to children who hold Statement of Special Education Need. The school has therefore already received the benefit of advice from a range of professionals
• It is able to offer practitioner specialist advice specifically in relation to curriculum delivery, differentiation, and resources.
• It offers partnership support which may be over an extended period of time and highly flexible in its delivery
• It allows mainstream schools access to special school facilities and,
• It is highly context responsive.

The Inclusion agenda is now one with which all schools must engage, both mainstream and special. The work of this project has therefore been undertaken with the context of national, regional and local initiatives in relation to the development of inclusive practice. The new Inspection Framework places greater and sharper emphasis on educational inclusion. The National Curriculum Handbooks set out principles essential to developing a more inclusive curriculum. Schools may elect to use materials within the Index for Inclusion in order to inform their growth and development in relation to maximising learning and participation. Many colleagues in Norfolk have contributed to meetings, discussions or through written feedback in relation to the Review of Special Provision and have provided a mandate to take forward the proposals underpinning the further development of inclusive education in Norfolk.

A heightened commitment from many schools, both mainstream and special, in relation to meeting the needs of children with complex, challenging and long term needs has been responded to through enhanced responses from Support Services who work closely with schools on a very regular basis. The development of a more flexible role for Norfolk special schools provides an additional support mechanism responsive to the needs of mainstream schools, while also allowing the development of enhanced opportunities for children with the most complex special educational needs to benefit from educational experiences alongside their mainstream peers.

The work of the project to date has touched many, in special schools, in mainstream schools, supporting professionals and parents. For many colleagues closely involved in the work in schools there has been a willingness to take risks and to learn collaboratively, to explore new and different ways of working in partnership in the belief that the outcomes for children involved would be significant and of lasting impact. As the pilot work undertaken this year becomes embedded within the cultures and practices in schools, colleagues will be secure in the knowledge that they have contributed significantly to the development of inclusive working in relation to special and mainstream schools in Norfolk.

Sue Tallack

Inclusion Development Officer

March 2001