Improving transition for young people with Autism Spectrum Disorder & Behavioural, Emotional & Social Difficulties

School Census (Previously PLASC- Pupil Level Annual Level School Census)

This database is completed by all schools though out the country and is returned three times a year (termly) to government.  It contains information about the total school population including those with special educational needs.

The Learning and Skills Council have in 2007 carried out their own analysis of PLASC data from 2005-2006, held on young people who have statements of special educational needs, and those on School Action and School Action Plus. 

We have included a number of tables as follows:
                 

Fig 5 - Proportion of pupils with Special Educational Needs (all secondary school in West Midlands)

Bar Chart of Pupils with Educational Special Needs in West Mids

SEN (Statements) type by year group 2005/06

Primary SEN Type Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Total
Moderate Learning Difficulty 401 522 676 886 953 1,202 1,251 1,262 7153
Behaviour, Emotional and Social Difficulty 222 233 287 361 442 473 537 424 2979
Specific Learning Difficulty 53 100 154 221 255 360 371 392 1906
Severe Learning Difficulty 232 231 255 252 235 246 250 207 1908
Physical Disability 160 137 141 139 158 180 158 201 1274
Autistic Spectrum Disorder 303 269 271 276 247 239 208 179 1992
Speech Language and Communication Difficulty 269 237 247 234 232 188 190 164 1761
Profound & Multiple Learning Difficulty 50 49 32 40 35 46 58 64 374
Hearing Impairment 59 70 54 62 50 56 67 54 472
Other Difficulty/Disability 29 27 32 42 43 45 57 39 314
Visual Impairment 31 30 37 48 51 52 44 37 330
Total SEN 1,817 1,908 2,188 2,570 2,705 3,095 3,193 3,024 20,463

This table highlights an increase over the coming years, in the number of pupils shown as having Autism Spectrum Disorder as a primary disability and those with speech/language and communication difficulties.  This may include some young people who have communication difficulties, but no official diagnosis of ASD.  Some children and young people may also have other primary disabilities which results in ASD not being recorded.  The figures do not identify those with severe ASD and/or BESD.

This table also shows a decrease in children and young people who have BESD.  This could be due to the timing of assessments, which may not be considered necessary within the younger age groups.