Ms Helen Walsh:

I thank Deputy Roche. On the specifics in relation to the type of support requested, it may in that particular case have been SNA support or additional special education teaching, SET, support. There are probably two different elements and lens on each process. In terms of the individual needs of students, our education system provides for whole-school supports. If a school, for example, is looking for additional SNA support, this request will be analysed by the local SENO, who will know the students and who spends considerable time in the school getting to know them, their particular needs, the deployment practices in the school and school practices. The individual needs form is one component of that analysis. The SENOs spend significant time trying to come to a complete appraisal of it. In that particular circumstance, the school may not have agreed with the outcome and it absolutely does have a right to appeal. It might be that the rationale of the outcome, though, was that in this case additional supports were not required and school deployment might be the appropriate response. Obviously, schools are expected to cater for students with the greatest level of needs in the most efficient way. Any SENO or adviser going out to have a look will take this into account. Equally, in SET allocations, which would be more to do with teaching supports, the adviser takes all that into account, including all the individual students and their needs, alongside whole-school practices.

We empathise with schools because they put considerable work into the application, parents are aware of it and then the outcome can be frustrating and deflating. We appreciate that, but there is a process there to challenge it. If an SNA allocation has not been in keeping with the expectation, we encourage schools to appeal. We are not saying our process is completely perfect, but we will give a fair hearing when it comes to the appeal. It is the same with SET. On SET, what I would say, without taking up all the Deputy's time, is that sometimes we see deployment in schools can be an issue. Particularly relating to SET applications this year, our first line out to the school is not to say "No" and nothing else, but perhaps to say "No" for now, but let us have an adviser go out to the school and sit down and go through the nitty-gritty of how the school supports students. This is often a better support than putting more of something into a school if it is not quite sure if it needs that support and deployment. The appeals mechanism is there. When schools are frustrated, this process is there to challenge a decision. Equally, however, our advisers and SENOs spend considerable time taking all those factors into account.