COVID-19 Lockdown and Restart: Impact on the Provision of Special Educational Needs
Note of Issues Raised during meeting - Thursday 3 December 2020 via Zoom.
PRESENT:
Members
Mr Chris Lyttle MLA (Chairperson)
Ms Karen Mullan MLA (Deputy Chairperson)
Ms Nicola Brogan MLA
Mr Robbie Butler MLA
Mr Justin McNulty MLA
Participants
Ms Kelly Maxwell Autism NI
Ms Bronagh Wright NEU
Ms Caroline McCarthy INTO
Ms Jayne Thompson Parentkind
Ms Ellen Finlay Children in Northern Ireland
Ms Sara McCracken Angel Eyes NI
Ms Karen Wilson Angel Eyes NI
Ms Donna Jennings Evangelical Alliance NI
Mr David Smyth Evangelical Alliance NI
Dr Graham Gault NAHT(NI)
Ms Helena Macormac NAHT(NI)
Dr Bronagh Byrne Queens University Belfast Centre for Childrens Rights
Dr Gillian O'Hagan Queens University Belfast Centre for Childrens Rights
Ms Susie Adams Global Mediation (DARS)
Mr Tommy McLaughlin NASUWT
Ms Addele Lynas NASUWT
Ms Shirelle Stewart National Autisitic Society NI
Ms Maria Rogan Parenting NI
Ms Monica McCann Barnardo's Northern Ireland
Mr Eugene Mone Barnardo's Northern Ireland
Ms Julia Buchanan Barnardo's Northern Ireland
Ms Amanda McNamee ASCL Northern Ireland
Ms Nicola Connery ASCL Northern Ireland
Ms Pauline Hurst Ulster Teachers' Union
Mr Jon Bleakney Ulster Teachers' Union
Mr Avery Bowser Action for Children
Mr Aidan Campbell Rural Community Network
Ms Joanne Whyte Belfast Special School Group
Ms Barbara Spence Special School Strategic Leadership Group
Participants were split into three groups which discussed: the interruption to Special Educational Needs ( SEN) provision due to the covid-19 lockdown and the consequences for children, parents and schools and other education settings; the extent to which SEN provision has returned to normal following the restart process; the possible impact of further periods of school closure, what measures should the Department, the Education Authority and schools take to limit the impact of these; and the lessons to be learned from the covid-19 lockdown. Each group then reported back on their discussions.
Feedback from participants
Participants expressed a range of opinions in respect of: the impact of the interruption to SEN; the extent to which SEN provision has returned to normal following the restart process; the possible impact of further periods of school closure; and the lessons to be learned from the covid-19 lockdown. Feedback from the event is summarised below.
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Impact of the interruption to Special Educational Needs provision
Group 1
This group felt in general the impact was significant and extended to respite and other services upon which vulnerable children and their parents depend including particularly autism services and trauma response services. They were also concerned about the long term impact on children with mental health, confidence and self-esteem being affected in future years.
Concerns were raised about the impact on children in Education Other Than at School (EOTAS) settings. The withdrawal of supports was particularly difficult for these settings which depend on long-lasting personal relationships between support staff and students. The absence of vocational supports it was argued would have a serious and long-lasting educational impact on students which may take some years to repair. Consideration might need to be given to an additional year at school or volunteering year etc. for these students to help them catch-up with their lost learning.
Additionally, participants felt that there was an as yet undefined mental health impact on vulnerable children of lockdown. Participants indicated that some children coped well during lockdown but others from socio-economically deprived households or whose parents may have struggled to provide support found the experience overly challenging.
The group felt that the use of blended learning had highlighted differences in social and economic backgrounds with some children and young people completely cut off without Internet at home or access to technology. Reference was also made to the interruption to educational provision through the Regional Secure Centre where blended learning could not be used.
Participants generally felt that the failure in support systems was also the consequence of years of under-funding and failure to address an increasing level of mental health issues etc. Participants also believed that the pandemic had exposed the lack of expertise; rising bureaucracy and increasing effectiveness issues in the organisations charged with supporting schools.
Participants indicated that the multi-disciplinary support panel arrangements established during lockdown appeared to be effective though it was often unclear if the support promised actually materialised. Participants called for these arrangements to be extended after the pandemic and for them to be more school-based with the resources to meet a wide range of needs with a wide range of solutions.
Participants felt that teachers were often left to address vulnerable children’s needs; officials appeared to be less available and the Minister had failed to provide an endorsement of teachers’ efforts which were of critical importance during the worst of the pandemic. It was also suggested that individuals and organisations that provided feedback on proposals to the Department in good faith were disappointed that their criticisms were not acted upon and their constructive commentary used inappropriately by the Department as an endorsement of an unsatisfactory pandemic response.
Participants noted that the responsibility for tracking and tracing had fallen largely to school principals and this had also yet to be fully acknowledged by the Department of Education and Education Authority.
Group 2
Participants agreed that the impact had been severe for children and their families with a breakdown of routines and support leading to children exhibiting challenging behaviours. This had increased pressure on parents and siblings with voluntary sector support groups reporting a large increase in requests for help. There was also a loss of specialist services that had been provided by the schools without additional support being put in place.
Criticism was made of the Education Authority and schools which the group felt had failed to communicate effectively, leaving parents feeling isolated and without support.
The group indicated that remote and blended learning had proved to be unsuitable for many children with Special Educational Needs with accessibility problems and the absence of resources for children with very specific needs.
Participants stated that many of the problems that had already been present in the Special Educational Needs system were highlighted by the covid-19 lockdown.
Group 3
Participants highlighted the experience of parents with home-schooling and the stress this caused to families. They also pointed out the lack of support from teachers, classroom assistants and social interaction with friends that children were used to within the school environment. They felt that remote learning services caused problems for a lot of children and parents and they felt isolated.
The group also highlighted the impact on the mental health and the lack of a support network for parents and children.
The extent to which Special Educational Needs provision has returned to normal following the restart process
Group 1
In respect of a return to normal school life after the pandemic, participants highlighted that the pandemic had obscured significant capacity issues in Special Schools where substantial investment would be required in order to address the increases in the pupil population and the complexity of needs.
Some participants indicated that they believed that SEN provision was returning to normal in mainstream schools although there may be issues with form 1 children who have transitioned to school and whose SEN requirements have yet to be identified.
Group 2
Participants believe that Special Educational Needs provision has not fully returned to normal following Restart. Concerns were raised about the Education Authority’s ability to provide supplies of PPE, school maintenance and advice. There remain restrictions on the services provided by Educational Psychologists and Behaviour Support services. Concerns were also raised about the potential for covid-19 transmission on school transport with some buses serving pupils from up to three schools.
Group 3
Concerns were raised about the continuing impact on the mental health of children and families and the access to support services and respite care. There were also concerns about access to specialist services and children and adolescent mental health services (CAMHS).
Participants reported that some children still haven’t been able to return to school on a full time basis and that the technology available for blended learning was unsuitable for many children with Special Educational Needs.
Concerns about the possible impact of further periods of school closure
Group 1
The group believed that further periods of closure should be avoided unless absolutely necessary and there was a need to operate in a blended part-time way to make it safe for both children and staff.
Participants strongly felt that a new contingency plan was needed for SEN provision for vulnerable children to cover the eventuality of a further lockdown for schools and this should only be employed when absolutely necessary – this should be developed with meaningful input from schools rather than exclusively by departmental or EA officials with limited experience.
Group 2
Participants were concerned about further closures and their impact on children and families. They indicated that if these were considered it should not be a blanket approach applying to all schools. There is a need to take account of the additional services and support provided by special schools and the impact on the children.
Group 3
Participants emphasised that it was important to take account of individual family needs in any future closures and to be aware of the long term effects on children and families. Reference was made to improved communications and clear child friendly guidance to allow children to be involved in the process.
Participants suggested that a support directory for parents could be set up providing information on accessing help and local support facilities. It was also suggested that local community organisations and churches could be involved in providing support.
Lessons to be learned from the impact of the covid-19 lockdown on the provision of Special Educational Needs services
Group 1
Participants indicated that useful and informed advice from schools had either not been sought or had been disregarded. It was suggested that part-time schooling plans – developed by schools - could have been used particularly in Special Schools in order to avoid future lockdowns. Guidance and training was also still required in respect of e.g. aerosol-generating procedures. Alternative track and trace measures were required which would not require excessive input and support from the school principal. Alternative facilities which could have been employed during lockdown and in order to ensure social distancing weren’t used and should be set out in new contingency plans. Participants indicated that new arrangements were needed for training and deployment/retention of classroom assistants as they represented a valuable educational resource; deserved increased job security; and required a more formalised training programme.
Group 2
Participants indicated there needed to be better cross departmental cooperation to ensure continuity of service. They also felt that the Education Authority was reluctant to engage with the expertise that existed in the voluntary sector.
Group 3
Participants recommended that there needed to be improved cooperation between Health & Education concentrating on the needs of the children. That clearer communication was needed with parents in the case of future closures.
