3. Re-designate Complements the IDS Allows resource to support SLI needs may be intention of developing a DSLP settings as a wider range of needs marginalised by other needs – Communication & more coordinated and which are more prevalent (ASD) in settings Interaction (C&I) integrated C&I service Moves away from label-led Current staff might require Resource Bases offering. Allows flexible use approach to SEN towards a training (or moving staff of resources to meet a range more personalised within C&I team) of needs. response to needs Maximises the benefits of established SEN provision Generally agreed by all 4. Move away from Minimise disruption for Space constraints in some – separate Key Stage 1 stakeholders this should be vulnerable learners who settings this makes & 2 Provision - done in any event may have to move settings providing a service more create primary challenging? Make the most of the settings opportunity from school expansion 5. Transfer the Potentially contentious and Facilitate and sharpen May lessen focus on management of delicate proposal some focus on SEND continuing professional – school’s – risks identified by current DSLP settings to discourage sense of SEN development? schools staff but would be welcomed as a LA issue May mean resources are by schools. Parents in the Supports LA to fulfil role as less focused on targeted main seemed unconcerned an effective commissioner need (i.e. subject to other either way. and champion rather than a pressures) service provider Shifts resource closer to the front line
3. Re-designate DSLP settings as Communication & Interaction (C&I) Resource Bases Complements the IDS intention of developing a more coordinated and integrated C&I service offering. Allows flexible use of resources to meet a range of needs. Maximises the benefits of established SEN provision Allows resource to support a wider range of needs – which are more prevalent Moves away from label-led approach to SEN towards a more personalised response to needs SLI needs may be marginalised by other needs (ASD) in settings Current staff might require training (or moving staff within C&I team) 4. Move away from separate Key Stage 1 & 2 Provision - create primary settings Generally agreed by all stakeholders this should be done in any event Minimise disruption for vulnerable learners who may have to move settings Make the most of the opportunity from school expansion Space constraints – in some settings this makes providing a service more challenging? 5. Transfer the management of DSLP settings to schools Potentially contentious and delicate proposal – some risks identified by current staff but would be welcomed by schools. Parents in the main seemed unconcerned either way. Facilitate and sharpen school’s focus on SEND – discourage sense of SEN as a LA issue Supports LA to fulfil role as an effective commissioner and champion rather than a service provider Shifts resource closer to the front line May lessen focus on continuing professional development? May mean resources are less focused on targeted need (i.e. subject to other pressures)
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