Global development delay in children (2) (FOI)

​Request

​Please see further questions in respect of Question D in the following previous Freedom of Information request:-

Global development delay in children (FOI)

​A

Why are students who are chronologically aged Key Stage 4 but developmentally aged Key Stage 1or 2 selecting and completing GCSE subjects? 

B

Why is there not an alternative curriculum?

C

An early years or Key Stages 1 or 2 teacher would not be expected to teach Key Stage 4 or GCSE subjects to a Key Stage 1 or 2 student functioning student.

D

How is a Key Stage 4 teacher or GCSE teacher expected to teach Key Stage 4 content to a Key Stage 1 or 2 cognitively developed student?

E

Can a teacher refuse to teach a student who is developing significantly below chronological age?

Response

Additional Resourced Provisions (ARPs) form part of Jersey’s Inclusion Charter and graduated offer for Children and Young People who benefit from the learning and socialising aspect in a mainstream school though,, due to their additional needs, require a more bespoke curriculum with specific support and teaching happening via ARP.

There is a wide spectrum of special educational needs (SEN), and many children and young people have interrelated needs. The SEND Code of Practice describes four broad areas of need:

1. Communication and Interaction

2. Cognition and Learning

3. Social, Emotional and Mental Health

4. Sensory and Physical.

All of the students accessing ARPs have complex needs that require educational providers to work in collaboration with other agencies as well as parents / carers and the students themselves.

There is currently no overarching policy for ARPs as the provision will be included within individual school policies.

A

All pupils are required to choose options for Key Stage 4.  Schools are required to offer options that meet the needs of their specific cohort so GCSEs will not be the only options. 

All pupils are entitled to the opportunity to access formally accredited learning pathways at the highest possible level appropriate for them.  It is important to be mindful of the fact that GCSEs are graded from 1 to 9 and, even though grade 4 has come to be widely seen as a significant benchmark requirement for further study in a specific area, the fact remains that when a pupil is awarded a grade 1, this means that they have achieved a GCSE in that subject.

Pupils who require a significantly differentiated curriculum for some or all of their options, are more likely to be taught through ARP.

However, sometimes pupils may access a GSCE option as they enjoy, and will benefit from, the learning and social inclusion of the subject however, they may not be required to complete the accredited qualification.  The expectations around this are discussed with the pupil and their family at the outset and the sessions are modified and adapted in line with their needs.

B

All secondary schools are responsible for designing a curriculum to meet the needs of their schools’ cohort.  Alternatives to GCSEs are offered and vary according to the specific school and their cohort.  Examples of alternative qualifications include:

• Functional Skills
• BTEC qualifications
• ASDAN qualification
• Duke of Edinburgh’s Award 
• AQA Unit Award Scheme
• Entry Level Qualifications
• Prince’s Trust Achievement Certificate
• City and Guilds Vocational Skills qualifications.

However, there are many more opportunities that schools can offer which may not result in a formal qualification, yet still support a young person to progress post 16.  These may include:

• Work experience
• Employability skills
• Life skills
• Peer mentoring
• Sports leadership
• Activity weeks

C

This is a statement, linked to question D describing the teaching of pupils with SEND and a Record of Need. Please see response to D below.

​D

Teachers are guided in their teaching of pupils with SEND and with a Record of Need (RoN) by the individual pupil’s plans which are informed by advice and recommendations from the school Special Educational Needs Coordinator (SENCo), external professionals as applicable, for example an educational psychologist, and the individual pupil’s parents / carers.  Within school, teachers can then gain support from the SENCo and other colleagues in their planning.

Individual subject specialists and broader curriculum leaders are highly skilled in adaptation and differentiation.  Staff work in collaboration, sometimes with colleagues from other schools or further afield, to develop strategies which can engage pupils with a wide variety of cognitive abilities, in particular by building into the curriculum appropriate methods of accessing and recording their learning. 

E

No.  Our recently published Inclusion Charter explains our commitment to teaching all pupils across the island, adapting our practice to meet their needs.

A pupil with SEND and a Record of Need is eligible for additional resources and support.  This should ensure appropriate facilities and staffing ratios where the SEND arrangements require a differentiated response.​