Global development delay in children (3) (FOI)

​​​Request

Thsi request is in relation to the responses to questions C and D of the previous Freedom of Information request below:

Global development delay in children (FOI)​

C

​Key stage 4 students who operate developmentally as a Key Stage 1 student, can be accepted into mainstream secondary Government of Jersey schools.

​D

Pupils would have access to the arrangements of the Additionally Resourced Provision where their curriculum will be developed around their individual needs.

The COP 2017 states 

"Special educational need support in schools 

4.43 Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent reviews and more specialist expertise in successive cycles in order to match interventions to the SEN of children/young people in a more tightly structured way. There is no longer a requirement to register at School Action and School Action Plus as these will be collapsed under SEN support with appropriate information about additional support (see the Reference chapter for useful links)."

A

How can a Key Stage 4 (students aged 14 to16 years of age) curriculum be developed to meet the needs of Key Stages 1 and 2 (students ages five to six years of age) cognitively able student who is chronically aged Key Stage 4?

B

Why are cognitively Key Stages 1 and 2 students, who are chronologically Key Stage 4 being asked to select GCSEs or Key Stage 4 if they are cognitively unable to?

C

What alternative qualifications are offered to students rather than the GCSE route in secondary schools? Please list alternative qualifications and life skill routes for each secondary school for students with needs outlined above.

Response

A and B

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. 

Pupils who require a significantly differentiated curriculum for some or all of their options are more likely to be taught through Additional Resourced provision.  However, sometimes pupils may access a GSCE option 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 young person and family at the outset and the sessions are modified and adapted in line with the young person’s needs.

Education Jersey Law (1999) Part 5 Page 22 Article 32 (g) explains under the Law that a Child with Special Educational Needs may be exempt for all or parts of the Jersey Curriculum. The curriculum should be adapted according to needs. 

C

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.
  

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

• Work experience
  
• Employability Skills
• Life Skills​.