The NT&AS Guide to the SEN Code of Practice


	SEN Code of Practice Principles Central to Code Fundamental Principles School Action Next Steps Individual Education Plans Reviewing IEPs School Action Plus Next Steps Referral for Statutory Assessment Principles Central to Code provision for a child with special educational needs should match the nature of their needs there should be careful, regular recording of a child's special educational needs, the action taken and the outcomes. Fundamental Principles a child with special educational needs should have their needs met the special educational needs of children will normally be met in mainstream schools or settings the views of the child should be sought and taken into account parents (and those with parental responsibility) have a vital role to play in supporting their child's education children with special educational needs should be offered full access to a broad, balanced and relevant education, including the Foundation Stage Curriculum and the National Curriculum. p School Action Triggered by teacher's or others' concern, underpinned by evidence, relating to progress of child or young person who despite receiving differentiated learning opportunities:- makes little or no progress even when teaching approaches target identified areas of weakness has difficulty developing literacy and numeracy skills thus affecting attainment in some curriculum areas presents persistent emotional and/or behavioural difficulties which do not respond to school's behaviour management strategies has sensory or physical problems and makes little or no progress despite provision of specialist equipment has communication and/or interaction difficulties and makes little or no progress despite provision of differentiated curriculum. p Next Steps SENCO may then facilitate further assessment and plan future support monitoring and review SENCO will co-ordinate planning of Individual Education Plan (IEP) subject and pastoral teachers will devise strategies to deliver individualised programme parents must be consulted and informed of action taken to help pupil. They are a prime source for additional information about their child all Staff should be involved in providing further help through SCHOOL ACTION, and should have input into devising and recording IEP's. Individual Education Plans should include information about:- - short term targets set for pupil - teaching strategies to be used - provision to be put in place - when plan is to be reviewed - outcome of action taken IEP should only include that which is additional to or different from provision made for all pupils strategies may be cross curricular or subject specific IEP should be discussed with parents and pupil where pupil with identified SEN is at serious risk of disaffection or exclusion IEP should reflect strategies to meet their needs. A Pastoral Support Plan should not be used to replace this. p Reviewing IEPs minimum requirement - 2 x years ideally on a termly basis or more frequently if required. School Action Plus Schools should always consult specialists when action taken through School Action Plus. External Support Services, both LEA and outside agency, should:- advise subject and pastoral staff on new IEP's and targets provide more specialist assessments give advice on the use of new or specialist strategies or materials provide support for particular activities. School Action Plus is triggered when, despite receiving an individualised programme, the pupil: continues to make little or no progress in specific areas over a long period continues working at National Curriculum levels substantially below that expected continues to have difficulties in developing literacy and numeracy skills has emotional and behavioural difficulties which interfere with their own learning or that of the class, despite having individual behaviour management programme has sensory or physical needs requiring additional equipment, advice, visits or intervention to pupil or staff by specialist service has communication or interaction difficulties that impede development of social relationships and cause barriers to learning. p Next Steps SENCO, together with subject specialists, literacy and numeracy co-ordinators external specialists should consider a range of approaches, materials and equipment in order to devise appropriate IEP subject teachers are responsible for the delivery of an IEP and strategies specified are usually implemented, as far as possible, in a normal classroom setting SENCO and the external specialist may consider further advice/information is required, from outside professionals. Parental consent must be sought and support being provided for the pupil in the interim must be recorded. p Referral for Statutory Assessment For a very few pupils, the help given through Action Plus may not be sufficient to enable the pupil to make adequate progress. It will then be necessary for schools, in consultation with parents and any external agencies involved, to consider asking the LEA to initiate a Statutory Assessment. By the time the Headteacher considers referring the pupil for Statutory Assessment, there should be written evidence of, or information about:- the school's action through School Action and School Action Plus individual education plans for the pupil records of regular reviews and their outcomes the pupil's health. National Curriculum Levels attainments in literacy and numeracy education and other assessments, for example from an advisory specialist or Educational Psychologist views of parents and pupil involvement of other professionals involvement of SSD or EWS. p

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