Inspection raises 'significant concerns' over SEN services

Following an inspection by Ofsted and the Care Quality Commission, several aspects of SEND provision for children and young people across the Lancashire town were found to be inconsistent. The quality of SEN assessments, support in schools and information on services were all criticised.

Problems with autism services were particularly highlighted, with the inspectorates reporting a "high level" of parental dissatisfaction around how the needs of autistic children and young people are met by health and care agencies in Rochdale, particularly in mainstream settings.

"Inspection evidence confirms the veracity of parents' concerns," the report states.

"The key issues include lengthy waiting times for diagnosis and assessment, the lack of ability and expertise of mainstream schools to adequately support children or young people and the timeliness of response when situations reach crisis point.

"This has led to severe disruptions to education and to the health and wellbeing of children, young people and their families."

The report also states that service leaders had failed to properly recognise and implement 2014 SEN reforms, which saw the introduction of education, health and care plans for all children assessed as having significant needs.

Nor are they effectively promoting the local offer, which lets families know what local services are available.

"Parents and carers across the area have a very limited understanding of it [the local offer]," the report states.

"Consequently, many of the parents spoken to do not know what support is available for children and their families in Rochdale or how to access that."

Ofsted found inconsistencies in identifying children in need of SEN support, and says this is having negative impacts on pupils.

"The identification of children and young people at SEN support stage is inconsistent across all schools. The needs of these children and young people are not rigorously and routinely reviewed. As a result, educational outcomes for these pupils remain weak and they are increasingly likely to be excluded from school," says the report.

The number of days lost to fixed-term exclusions has risen from 120 days in 2012/13 to 706 days in 2015/16.