The categorisation of special schools is no longer as clear as it might once have been, and many now cater for a wide range of increasingly complex needs. If we are to move successfully to greater inclusion, it is essential that pupils with complex SEN in mainstream schools receive specialist support. The role of special schools should reflect this changing context. In principle, teachers in special schools are uniquely equipped to help their colleagues in mainstream schools to meet complex needs. But currently there are no requirements for special and mainstream schools to co-operate.
Arrangements do exist, but their incidence is patchy and there is little co-ordination.
We will examine how special school staff can work more closely with mainstream schools and support services to meet the needs of all pupils with SEN . Warwickshire Round Oak was opened in 1989 following the closure of two special schools. It provides flexibility for children with moderate learning difficulties through its core special school and eight linked cluster mainstream schools. Pupils are educated in a variety of settings, from total inclusion in mainstream classes through to separate provision when necessary. Liaison between core and cluster staff means that children can move between settings as their needs change.