Significant Reports

research_2Please click on the report name to view/download a copy.

The Lamb Inquiry [Department for Children, Schools and Families, 2009]

The Lamb Inquiry was convened to advise on ways to strengthen parent confidence in the SEN system. The Department for Children, Schools and Families [DCSF] commissioned Capita SCS to support the Inquiry by considering how information can contribute to parent confidence, help them to ensure that their children receive the support they need, and help increase the focus on outcomes.

The final report brings together the findings of the two phases of consultation and makes recommendations to improve the provision of information.

The Inquiry commissioned a web-based survey. The survey ran for two months, to the end of June 2009. A total of just over 3,400 questionnaires were completed. Responses were received from 1,941 parents, 544 school staff, 516 other professionals working with children, schools and families and 400 students.

The report includes:

    • Background and progress of the Inquiry;
    • A clearer focus on outcomes;
    • A stronger voice for parents;
    • A more strategic local approach;
    • A more accountable system;
    • The national framework.

Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties [aka ‘The Rose Report’] [Department for Children, Schools and Families, 2009]

Sir Jim Rose was asked to make recommendations on the identification and teaching of children with dyslexia, and on how best to take forward the commitment in the Children’s Plan to establish a pilot scheme in which children with dyslexia will receive Reading Recovery support or one-to-one tuition from specialist dyslexia teachers.

This review aims to help policy makers and providers strengthen practice, and assure parents that provision for children with dyslexia will be as good as possible.

The report includes:

    • What is dyslexia?;
    • Identification of children with dyslexic difficulties;
    • Tackling reading difficulties;
    • Services for children with dyslexia and their families;
    • Tackling difficulties beyond reading that are also associated with dyslexia.

Dyslexia Still Matters [Dyslexia Action, 2012]

Dyslexia Still Matters, a report from the organisation Dyslexia Action, looks at the situation for children with dyslexia and literacy difficulties in our schools today. It explores the progress that has been made and examines what still needs to be done to ensure school is positive and rewarding for every child.

In the light of proposed reforms to the Special Educational Needs [SEN] system, and considering other key changes, Dyslexia Action put forward positive suggestions and solutions, based on its review of what is currently working well in schools and across local authorities. This evidence of effective practice will be useful to all schools as they take on more responsibility for delivering effective interventions and support for children with dyslexia and literacy difficulties. The challenge of improving literacy standards in the UK is a huge task and Dyslexia Action believe that their input can make a big contribution.

The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes [Childhood Wellbeing Research Centre/DfE, 2012]

Key findings from this new report commissioned by the DfE, which examines how various dimensions of children’s wellbeing are associated with their educational outcomes, concludes that:

  • Children with lower levels of emotional, behavioural, social, and school well-being, on average, have lower levels of academic achievement and are less engaged in school, both concurrently and in later years.

Other findings relating to children with SEN include:

  • Children with SEN status make less progress, whereas those with married parents and those with more highly educated parents make greater progress;
  • Boys make more progress from Key Stage 1 [KS1] to KS2, whereas girls make greater progress from KS3 to KS4;
  • Children eligible for free meals progress more slowly from KS2 to KS3.