Sam Parr’s Post

The Need for Quality SEND Staff Has Never Been Greater 🌟 A recent IFS report highlights that double funding may be required during the transition to a new SEND system, underlining the immense pressure schools are already facing to provide adequate support for pupils with additional needs. 🔗 https://lnkd.in/eqwg6C_5 For schools, having the right staff in place is just as critical as funding. That’s where I come in. At Long Term Futures, I’m committed to finding high-quality SEND staff who are suitably qualified, experienced, and ready to make a massive difference in the lives of pupils. ✅ What I’m Looking For: 👍 Passionate Professionals: Candidates who are dedicated to supporting SEND pupils with empathy and expertise. 👍 Qualified Individuals: Educators and support staff with the skills and knowledge to deliver tailored support. 👍 Committed Team Members: People who value consistency and long-term impact in their roles. 💡 How I Support Schools: I work closely with schools to understand their unique SEND requirements, providing carefully matched candidates who can hit the ground running. From teaching assistants to specialist educators, my goal is to help schools provide the stability and care their pupils need to thrive. If you’re looking for dedicated SEND staff or are a candidate ready to make an impact in a SEND role, let’s connect and work together to shape brighter futures for pupils with additional needs. 📧 Liam@ltfrecruitment.co.uk 📱 07376062289 #LTFRecruitment #SENDSupport #QualityCandidates #EducationCareers #SupportingSchools #TeacherRecruitment #LongTermPlacements #BuildingFutures

We all know the SEND system needs urgent reform! Despite increased funding, policy inattention has left nearly 40% of students labeled with SEND at some point, often without adequate support. Parental complaints are rising, and we need comprehensive policy changes to ensure inclusive education. Key proposals include: 1. A new promise of ‘dignity, not deficit’. 2. Investment in school workforce expertise. 3. Early, evidence-informed intervention. 4. A national commission on specialist placements. Let’s put these words into action now! Promises need to be actioned sooner! What do you think? 🤔 Read more here:

Double Funding Needed for a New SEND System: What Does This Mean for Schools? 🏫✨💡 A recent IFS report reveals that double funding may be required during the transition to the new SEND system, a stark reminder of the challenges schools face in providing the necessary support for pupils with additional needs. As schools navigate this complex transition, the focus on funding is critical—but so is ensuring the right team is in place to deliver meaningful, lasting support. The transition to a new SEND system is no small task, but with the right people in place, schools can navigate these changes while continuing to provide the quality education and care that every child deserves. If your school is looking for SEND support staff or if you’re a professional ready to make an impact in a SEND role, let’s connect. Together, we can build a brighter future! 🌈 📩 Laine@ltfrecruitment.co.uk 📞 07495 904793 #LongTermFutures #SENDSupport #SupportingSchools #TeacherRecruitment #LongTermPlacements #EducationCareers #BuildingFutures #SENDSystem

The Ofsted Annual Report 2023/24 highlights key findings in education, children’s social care, and skills across England. The report acknowledges progress in areas such as curriculum improvement, particularly in teaching reading, and the resilience of children and education professionals in overcoming post-pandemic challenges. However, it also raises significant concerns about persistent issues in attendance, behaviour, and strained relationships between schools and parents, referred to as a "fractured social contract." In education, 89% of schools were rated as good or outstanding, showing positive trends, but challenges persist in addressing gaps in learning and mental health support. Recruitment and retention struggles in teaching and social care remain critical, with staff shortages impacting quality and access to training. Social care services face increasing pressure, especially in securing adequate placements for children with complex needs. The report calls for legislative action to tackle illegal and unregistered schools and alternative provisions, which disproportionately affect vulnerable children. Read: https://lnkd.in/gb5f6R9Z

Clearly a last resort if, the school has been caught using '25' day "suspensions" or disapplying the national curriculum leaving children to attend one day a week and then suspending them often from year '9', like shampoo, "repeat as necessary" until '16' whilst still being registered and collecting registration, additional retention money, learning assistant costs potentially amounting to an extra £12,500!? Simple math, if one in five at risk you just need to loose the one in five most difficult approx '40' per secondary school and Bob's your Uncle an extra £500k a year - whoopee. How do we know this ? This was the back-story to the majority of children we worked with in the early 2000's https://lnkd.in/dB__urn This was around the time these kids, around 2,000,000 a year post '16's were being classified as NEET's although, we had referrals from age '10' to '13' at the bottom end and up to '25' from YOT & New Deal for vocational training and/or work experience volunteers supporting the youngsters. The one common denominator is that they were all none or poor readers effectively "functionally and digitally illiterate" nevertheless, once enabled to read reasonable fluently an average 60% went back into education and/or day-release vocational training when employed. #EnablingChildrenToParticipateInLearning #DigitalLiteracy #AccessibilityMatters #MyopiaManagement #Asthenopia #ColourContrastValidationCalibrationForAccessibility https://lnkd.in/eeJS_HXC

‘A brave new world for educators’: teachers respond to nine-day-fortnight proposals Plans to resolve education recruitment crisis would shorten hours and allow some home working. What do those on the ground think? Teachers in England offered lie-ins to make job more appealing Schools in England are facing a recruitment crisis, with burnt-out teachers quitting and new graduates wanting jobs that offer greater flexibility and less stress. In response, Dixons academies trust is to allow teachers to work a nine-day fortnight, while the Department for Education says schools can let staff take their free periods in blocks to work from home. We asked teachers and school leaders if those innovations would help solve the crisis. Full story: https://lnkd.in/gi4sAj4C

"The issue is not about convincing parents of the need to send their children to school – it’s about building and funding the public infrastructure that allows them to do so." Persistent school absenteeism is one of the central challenges facing the education sector right now, but the policy discourse on solutions remains insular and consistently ignores the perspectives of children and young people from groups who find it most difficult to have their voices heard. In the first of a two-part blog series, Associate Conor Carleton calls for increased funding for public services and argues that solutions to school absenteeism lie outside the education sector. Read now: https://lnkd.in/dpeqtD9A

In response to The Guardian's recent news of schools receiving £740m our CEO Jayne Jardine responds with: The Rise Partnership Trust, a SEND Multi-Academy Trust welcomes the announcement of additional funding for SEND pupils in mainstream schools. Bridget Phillipson’s emphasis on breaking down barriers is a positive step forward. However, we believe it is vital that mainstream schools are educated on how to allocate these resources effectively to truly benefit SEND students. The Rise Partnership Trust is already providing this expertise. We have a well established outreach programme, funded by Brent LA, that ensures local mainstream staff are trained in specialist techniques they can utilise within their additional resource provisions or main school. We run a highly successful, free, nine-session training program for primary teachers. This program covers essential topics such as: responding to behaviours of concern, building rapport, and fostering early communication skills. Beyond theory, we offer hands-on opportunities, including ‘TA for a Day’, ‘Teacher Shadowing’ and ‘Facilitated Learning Day’ experiences. Effective resource allocation is improved by a deeper understanding of the needs of SEND students. We hope this funding will also support partnerships between mainstream schools and trusts like ours to ensure the best outcomes for all students. https://lnkd.in/dxfZAXTA

There's a lot of talk about persistent school absenteeism at the moment. A lot of this centres on what parents and schools should be doing. There's much less talk about the wider context. In some areas of England, bus services have been cut by over 60% since 2010. Cuts to housing budgets have left many families stuck in temporary accommodation or forced to pay extortionate private sector rents. A lack of investment in the health and social care sector means primary care services remain largely inaccessible for many people with additional accessibility needs - with family members often filling the gap. In my first CfEY blog, I argue that we need to look further than school settings to tackle persistent absenteeism. Solutions come from properly funding public services and through learning from the experiences of children and young people who come from groups who find it most difficult to have their voices heard. Have a read and let me know your thoughts!