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Children with Learning Disabilities and Special Educational Needs

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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

 Children aged 5-9 yrsChildren aged 10-14 yrsChildren aged 15-19 yrs
Blackpool 80 170 225
Source: Office for National Statistics mid-year population estimates for 2014. Emerson E. at al (2004).

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

 2007200820092010201120122013201420152016
Blackpool 571 548 486 458 455 466 461 445 454 487
Source: Department for Education

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

Figure1
Source: Department for Education

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

 20092010201120122013201420152016
Blackpool 4842 4739 4661 4496 4237 3627 2813 2759
Source: Department for Education

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

Figure2
Source: Department for Education

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

  Pupils with no identified SEN: % achieving at level 4 or above in Key Stage 2 (2012) Pupils at School Action: % achieving at level 4 or above in Key Stage 2 (2012) Pupils at School Action Plus: % achieving at level 4 or above in Key Stage 2 (2012) Pupils with a statement of SEN: % achieving at level 4 or above in Key Stage 2 (2012) Pupils with SEN but without a statement: % achieving at level 4 or above in Key Stage 2 (2012) All pupils: % achieving at level 4 or above in Key Stage 2 (2012)
Blackpool 94.00 58.00 41.00 11.00 52.00 80.00
England 92.00 52.00 38.00 17.00 47.00 80.00
Source: PHE ChiMat Disability Needs Assessment

Figure 7: Key stage 4 attainment

  Pupils with no identified SEN: % achieving 5+ A*-C grades inc. English & mathematics GCSEs (2012) Pupils at School Action: % achieving 5+ A*-C grades inc. English & mathematics GCSEs (2012) Pupils at School Action Plus: % achieving 5+ A*-C grades inc. English & mathematics GCSEs (2012) Pupils with a statement of SEN: % achieving 5+ A*-C grades inc. English & mathematics GCSEs (2012) Pupils with SEN but without a statement: % achieving 5+ A*-C grades inc. English & mathematics GCSEs (2012) All pupils: % achieving 5+ A*-C grades inc. English & mathematics GCSEs (2012)
Blackpool 55.30 10.50 N/A N/A N/A 47.90
England 69.50 27.80 20.50 8.40 25.30 59.00
Source: PHE ChiMat Disability Needs Assessment

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.