Page 319 - Week 01 - Thursday, 14 February 2019
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(d) The School’s Board monitors the school budget, and a financial summary is provided in the school’s annual school board report.
(e) Schools are provided the flexibility to consider the best use of their total resources to meet the needs of all students, while working to implement the Directorate’s strategic goals.
(3) (a) Schools are provided the flexibility to manage resources for gifted and talented students from the Core Allocation. As per the Directorate’s Gifted and Talented Students Policy, this includes the provision of developmentally appropriate educational provisions and strategies for all gifted and talented students enrolled at the school. This may include partnerships with external agencies.
(b)-(c) Schools resourcing based on settings and individual student need as identified by the Student-Centred Appraisal of Need (the Appraisal or SCAN). This allocation is provided through Student with Disability loading.
(d) Schools are provided funding through Continuum of Educational Support (CES) for high school (years 7-10) students who are ‘at risk’ or who have disengaged from their education. The CES allocation takes into consideration a base allocation, student enrolment and the school SFI index.
(4) Schools are provided the flexibility to consider the best use of their total resources to meet the needs of all students.
Schools—students with complex needs
(Question No 2053)
Ms Lee asked the Minister for Education and Early Childhood Development, upon notice, on 30 November 2018:
(1) Can the Minister list the number of students, by school, identified as having complex needs and challenging behaviours without an accompanying intellectual deficiency in the (a) 2014, (b) 2015, (c) 2016, (d) 2017 and (e) 2018 calendar years.
(2) Can the Minister provide details of additional funding provided to schools who have students categorised as having complex needs and challenging behaviours for those years and schools listed in part (1).
(3) Are students with complex needs and challenging behaviours but without an intellectual deficiency assigned to a special learning unit or equivalent or enrolled in a mainstream class according to age; if so, can the Minister categorise by the number of students in each school and whether in a unit (or equivalent) or in mainstream classes.
Ms Berry: The answer to the member’s question is as follows:
(1) This information is not available as the Education Directorate does not have a dataset that captures the broad definition of students with complex needs and challenging behaviours, as defined by the Expert Panel Report on Students with Complex needs and Challenging Behaviours:
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