Parents of children with special educational needs and disabilities say there has been “limited visible progress” since last year’s critical review of the system.
An external reviewer who authored a damning independent review of Jersey’s special educational needs and disabilities (SEND) provision last year returned to the island last month to monitor progress.
The reviewer concluded that while there has been “effective initial progress” in tackling deep-rooted weaknesses, the system is still a long way from delivering real results for children.
Published in October, the Island SEND Review found that “too few disadvantaged or vulnerable” pupils are having their “full range of needs met”, and that “current leadership, organisation, systems, strategies, oversight and accountability arrangements in relation to inclusive education in Jersey are not sufficiently effective”.
It went on to state that leaders “should consider a programme of ongoing support and monitoring visits by external experts” – a recommendation which education sources told Express they felt to be the equivalent of Ofsted placing a UK authority into “special measures”.
“Firm foundations for improvement”
The update, published today, made it clear that the problems identified in the report were years in the making – and will take years to fix.
“It is important to recognise that many of the structural and systemic issues identified in the island SEND Review have developed over a period of years and will require sustained, phased implementation to resolve,” the reviewer said.
“The current programme of work represents the very early stages of a much longer-term transformation rather than a quick solution.”
The report highlights “firm foundations for improvement”, but acknowledges that “material improvements in outcomes for children and young people with SEND are not yet evident”.
Parents have seen “limited visible progress” so far, but “leaders recognise the need for clearer, more systematic communication that explains what will change, why it will change, and how and when improvements will be experienced by children and families”.
Central teams and schools are said to be working more closely together, new governance structures are being developed, and island-wide mapping of children’s needs is under way.
There is also talk of a more “open and collaborative culture” among education leaders, alongside efforts to improve inclusion and communication.
Challenges meeting “increasingly complex needs”
The report highlights that variability in support across schools remains a major concern, with the timeliness and quality of documentation and assessment processes described as “inconsistent”.
“Variability in practice and provision remains evident,” the report said. “Many schools continue to report challenges in meeting increasingly complex needs within current resources.”
Jersey’s SEND provision is described as being in a “transitional phase”, with the reviewer highlighting confusion about decision-making, inconsistent communication, and ongoing anxiety among staff about looming changes.
The reviewer also warns that without sustained focus on staffing, training, funding and clear leadership, the current efforts risk failing to deliver lasting change.
“Although the impact on outcomes for children and young people is not yet consistently evident, there are early indications that a more coherent and responsive system is emerging,” the report concluded.
A series of further monitoring visits is planned over the next 18 months.
