Resourcing the Continuum of Special Educational Needs in Two Local Education Authorities

Marsh, Alan

doi:10.1177/0263211x000281007

Cited by 4 publications

(8 citation statements)

References 4 publications

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“…(Ofsted, 2010: 7)In an attempt to reduce the confusion about thresholds, the Department for Education (DfE, 2014b) included in its call for evidence data pack hypothetical profiles of children and young people with SEND, for the purpose of fieldwork discussions with local authorities and others. These hypothetical profiles complement and extend a similar study by Marsh (2000).…”

Section: Introductionsupporting

confidence: 88%

“…Prior attainment is now the most favoured factor by LA at 92%, followed by deprivation factors at 86%. This compares to 69% and 96% respectively for the same factors in 2002 (Marsh, 2002).…”

Section: Does the Notional Sen Budget Vary For Las With Low And High mentioning

confidence: 72%

“…However there needs to be a clear understanding of the principles and the purpose of providing additional funding for SEND. Ross and Levačić (1999) and Marsh (2000) detail some main principles or criteria for the design and evaluation of a funding formula which include effectiveness, efficiency, equity, integrity, administrative costs and accountability. The purpose of providing additional funding is also an important factor for consideration and can be summarized as (1) for equity reasons, that is to compensate for the diversity of additional educational needs and social deprivation experienced outside school and (2) for effectiveness reasons, that is to raise standards and learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…In 2001 the authority had 3.4% of pupils with statements, slightly above the national average of 3.2%, and a banded funding system existed, which linked additional resources to a statement (Marsh, 2002). Newham took the view that money which could have been spent on inclusion, was being spent instead on the bureaucracy of the statement procedure.…”

Section: Case Studiesmentioning

confidence: 99%

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Funding variations for pupils with special educational needs and disability in England, 2014

Marsh¹

2016

Educational Management Administration & Leadership

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This study explores the funding variations by English local authorities (LAs) in January 2014 for pupils with special educational needs and disability (SEND). Two quintile groups ( n = 30) are used for comparing LAs with low and high levels of statements and case studies are presented to further explore the allocations. The research findings provide a baseline for LA critical self-reviews and benchmarking of any revised funding formulae. Authorities that make limited use of statements are found to have significantly lower budgets for SEND pupils with and without statements, are more inclusive and make use of statements to primarily access special settings. Evidence is presented to affirm that the government’s current allocation methods, in part based on past levels of funding, can seriously challenge and undermine those LAs with a policy of inclusion and controlled use of statements, as these latter LAs may also wish to make vigilant use of education, health and care plans from September 2014.

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Section: Introductionsupporting

confidence: 88%

Section: Does the Notional Sen Budget Vary For Las With Low And High mentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Case Studiesmentioning

confidence: 99%

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Funding variations for pupils with special educational needs and disability in England, 2014

Marsh¹

2016

Educational Management Administration & Leadership

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“…Percentage of pupils entitled to free school meals (FSM) has long been the most popular proxy of additional educational needs in schools, and remains very widely used (Department for Education and Skills, 2005;Hendry, 2000;Marsh, 1997). FSM is a popular measure because it is easy to understand, uses routinely collected data, and is correlated with additional education needs, including SEN (Department for Education and Skills, 2007).…”

Section: Introductionmentioning

confidence: 99%

Validation of the Ford Score as a Measure for Predicting the Level of Emotional and Behavioural Problems in Mainstream Schools

Goodman

Ford

2008

Research in Education

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Emotional and behavioural difficulties (EBD) are common in children, and forecasting their prevalence in schools is of interest to both academic researchers and local authorities. Percentage of pupils eligible for free school meals is one measure often used for this purpose. The article presents the first independent validation of a simple numerical score, the Ford score, which predicts the level of EBD within schools using routinely collected school variables on eligibility for free school meals, special educational needs, unauthorised absences and permanent exclusions. The research tested the predictive utility of the Ford score in the English sub-sample of the British Child and Adolescent Mental Health Survey, 2004. This gave a sample of 6,379 children aged 5-16 in 3,117 schools, with mental health being assessed through clinician-assigned psychiatric diagnoses and through brief questionnaires filled in by parents, teachers and young people. The Ford score was found to be highly predictive of the level of EBD by all four of these measures, with a linear effect across the whole range. The estimated prevalence of mental disorder rose from about 5 per cent in schools with low Ford scores to around 14 per cent in high-scoring schools. The Ford score was more highly correlated with all measures of EBD than percent-age of free school meals alone. The Ford score's predictive utility did not seem to be further enhanced, however, by adding in an additional measure of local area deprivation. It was concluded that the Ford score represents a simple and up-to-date school EBD predictor which is more accurate than percentage free school meals alone and which is not notably improved by taking account of a schools' area deprivation.

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Linking Resources to Learning

Wilkins

2002

Educational Management & Administration

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This article investigates contemporary resourcing issues for schools, and in particular explores the concept of linking resources to learning. The article is based on a study of school funding in a local education authority, which captured headteachers’ perceptions of the funding issues for their schools, and analysed published financial data. This material is used to identify a number of practical and conceptual difficulties to linking resources to learning. Delegation of financial decision-making has resulted in a general shift of funding towards staffing and away from other categories of spending, but delegation has made it harder to obtain impartial analyses of the effectiveness of resource deployment decisions. The interest of headteachers and others in ‘needs led’ models of school funding raises a number of conceptual difficulties. The article concludes that linking resources to learning requires a shift in emphasis away from the language of apportionment and towards the language of outcomes.

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Resourcing the Continuum of Special Educational Needs in Two Local Education Authorities

Cited by 4 publications

References 4 publications

Funding variations for pupils with special educational needs and disability in England, 2014

Funding variations for pupils with special educational needs and disability in England, 2014

Validation of the Ford Score as a Measure for Predicting the Level of Emotional and Behavioural Problems in Mainstream Schools

Linking Resources to Learning

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