Some children require extra help for some of the curriculum for part of the time while in school. There are strong systems in place to identify children who may require extra assistance. The Code of Practice for Special Education Needs provides a structure to support pupils in their learning. The process is detailed below. It is recognised that at any one time up to 20% of pupils may have a Special Educational Need during their time in school. For many children this will only be for a short time, for others it may be for all of their school life.
Children who are showing difficulty are identified at any early stage and very close contact is kept with parents.
Procedures followed at Beacon Rise:
SCHOOL ACTION
Where a Special Need is identified and discussed with the S.E.N. Co-ordinator the class teacher will draw up a programme of differentiated curriculum. Parents will be informed of their child’s needs.
An Individual Education Plan (I.E.P.) will be devised by the S.E.N. Co-ordinator and class teacher and may involve a Teaching Assistant (T.A.). Small achievable targets will be set involving the child as much as possible. This will take place in the classroom and be recorded in the teacher’s planning file. The nature of within-class support from the teacher and parental or T.A. help should also be logged in an individual progress book. Parents will be closely involved and asked to come into school to discuss the targets and to see how they can help at home in achieving those targets. Detailed records will be kept of each child's difficulties and progress.
SCHOOL ACTION PLUS
Should the child’s difficulties need additional support, then a completed referral form for External Specialist Support will be sent to the agency concerned. Discussions and assessment made between the relevant agency, school and parents will decide the educational provision required and the targets set.
If the child's progress is not satisfactory the Headteacher may consider advising the L.E.A. that a Statutory Assessment might be necessary.
STATEMENT
If a child does not seem to be making as much progress as expected the school or parents may decide to ask the LEA to make a Statutory Assessment.
Once all the advice and reports on the child have been collected the LES will decide if they need a Statement of Special Educational Needs. The child will therefore be at the Statement Stage of the Code of Practice and any additional needs will be identified. |
