Children with Learning Disabilities and Special Educational Needs

Children with Learning Disabilities and Special Educational Needs

Children with Learning Disabilities

While estimation of the population prevalence of learning disability is problematic and should be treated with caution it has been estimated that there are approximately 286,000 children and young people (180,000 boys and 106,000 girls) aged 0 to 17 in England with learning disabilities¹. Also, that 2.46% of girls and 4.01% of boys, aged 7 to 15 years in 2011, were identified at School Action Plus or with a Statement of Special Educational Need (SEN) with a primary SEN associated with learning disabilities¹. In addition, calculated prevalence in children and young people with learning disabilities for different age groups are: 5 to 9 years: 0.97%; 10 to 14 years: 2.26%; and 15 to 19 years: 2.67%². The following table applies these prevalence rates to Blackpool.

Figure 1: Estimated total number of children with a learning disability

These rates for different age groups reflect the fact that as children get older, more are identified as having a mild learning disability.

Children with special education needs (SEN)

The charts below shows the trend in the percentage of all children with special education needs in primary and secondary schools. The tables show the actual numbers.

Figure 2: Number of pupils with a statement or EHC plan, based on where the child attends school

Figure 3: Proportion (%) of pupils with a statement or EHC plan, based on where the child attends school

Figure 4: Number of pupils with SEN support, based on where the pupil attends school

Figure 5: Proportion (%) of pupils with SEN support, based on where the pupil attends school

Attainment of pupils with special educational needs

This section shows how well pupils in Blackpool did in key stage 2 and key stage 4 exams.

Figure 6: Key stage 2 attainment in English and mathematics

Figure 7: Key stage 4 attainment

Definitions

School Action - This is used when there is evidence that a child is not making progress at school and there is a need for action to be taken to meet  learning difficulties. SA can include the involvement of extra teachers and may also require the use of different learning materials, special equipment or a different teaching strategy.

School Action Plus - This is used where SA has not been able to help the child make adequate progress. At SA+ the school will seek external advice from the  LEA's support services, the local Health Authority or from Social Services. For example, this may be advice from a  Speech and Language Therapist (SaLT), an  Occupational Therapist (OT) or Specialist Advisory Services dealing with  Autism, Behavioural Needs etc. SA+ may also include one-to-one support and the involvement of an  Educational Psychologist.

SEN Support - From 2015 SEN support replaces school action and school action plus but some pupils remain with these provision types in first year of transition.

Statement of Special Educational Need - Where a child is still not making adequate progress at the SA+ stage then the child's school or parents can request a Statutory Assessment, which may lead to them receiving a  Statement of SEN.

EHC Plan - Education, Health and Care (EHC) plans were introduced in September 2014 as part of a range of SEND reforms.

[1] Emerson, E. Hatton, C. Robertson, J. Roberts, H. Baines, S. Evison, F. and Glover, G. (2011) People with learning disabilities in England 2011.

[2] Emerson, E. and Hatton, C. (2004) Estimating current need/demand for supports for people with learning disabilities in England. Institute for Health Research, Lancaster University, Lancaster.