Revised Code of Practice
Changes were brought in at the beginning of the year [2002] to streamline
the procedure for children to be assessed for extra help in connection with
any special educational needs they may have.
The procedure spans Early Years learning, through Primary to Secondary
education, and the stages have been reduced from 5 to 3.
The revised code:
• recognises the serious responsibilities of the SENCO – the teacher
who co-ordinates the provision for children with special
educational needs in any school.
• places stronger emphasis in involving the child in the decision
making process about their educational future.
• strengthens parental involvement and rights – there is a new right
of appeal against decisions about the educational provisions for a
child.
• reduces paperwork. A child's Individual Education Plan [IEP's] will
focus only on what will be additional to and different from the rest
of the curriculum.
The previous process of five stages has been reduced to three and cover
Early Years establishments, as well as primary and secondary schools.
Stage One: Early Years/ School Action – staff identify strategies for
assisting a child.
Stage Two: Early years/ School Action Plus – where difficulties continue and
there needs to be the involvement of outside specialist.
Stage Three: Statutory Assessment – where difficulties continue.
Progress, [presumably at each stage] is demonstrated when:
-there is a reduction in the attainment gap between an SEN child and
her/his peers
-previous rates of progress is maintained or improved.
-evidence of improved behaviour.
-achievement of an higher level of independence.
Principles Underlying the Changes:
• every child with SEN's should have their needs met.
• children with SEN's should be provided with a broad, balanced
and relevant education – usually in a mainstream setting.
• the views of the child and the parents/carers should be sought and taken into account.
continues……
Practice implications:
• parents/carers and professional should work in partnership.
• the child's view should be taken into account wherever possible, according to capabilities and maturity.
• needs to be regular review of provision and progress.
• Local Education Authorities [LEA's] should make assessment in accordance with prescribed time limits, and produce clear and specific statements.
• Individual Education Plan [IPA] to focus on 3 or 4 key targets, identifying teaching strategies, review dates and success criteria.
• needs to be a high level of co-operation between professional agencies.
Information from 'Special Children' Jan. 2002
LW April 2002
More information is available from the Department of Education web site at
http://www.dfes.gov.uk/sen/