5. Children’s services
Children’s services are undergoing a fundamental and radical period of change.
Children’s services are undergoing a fundamental and radical period of change. The focus of the integrated children’s services agenda on early intervention and the ethos of ‘good practice for all children’ is reflected in a range of recent government initiatives. These continue to influence,and have impact on, the overall service provision for primary-aged children with SLCN. Inclusion of children into mainstream settings is part of this agenda; this includes those children with a range of SLCN. There is an emphasis on children and their families being at the centre of service
provision and on service providers working in partnership with them to ensure children’s needs are met.
In respect of primary education, the recently commissioned review of the primary curriculum as part of the Children’s Plan is welcomed. In addition, the ongoing Primary Review, an independent enquiry into primary education in England, is viewed as the most comprehensive investigation of the primary education system since the 1960’s.
At the time of writing, the re-organisation of services,including the commissioning of speech and language therapy, varies in pace and approach across the UK but the
landscape of children’s services is changing, as education,health and social services draw closer together.Current provision for children with SLCN Currently, provision for children with SLCN varies greatly across the UK. The variability of approach from both
education and health in different areas is marked and there are varying interpretations of inclusion of children with SEN. Not surprisingly, there has been criticism of the confusion that exists in interpreting and implementing the Government’s
inclusion policy, this is summarised in an Education and Skills Select Committee report on SEN. In the same report, concern was expressed about the way in which the SEN
Code of Practice is interpreted. A statement of SEN might guarantee the quantity of provision/resources but it does not necessarily ensure the quality of provision or outcomes for the pupil in any type of setting, nor does it allow for the multiplicity of interpretations and practices across local authorities.