Stages of the Code of Practice

Transcription

1 Web Site Download CASS Special Educational Needs (SEN) May 2012

2 Stages of the Code of Practice The Five Stage Approach In recognising that there is a continuum of needs, the Code sets out a five stage approach to the identification of children having learning difficulties, the assessment of their special educational needs and the making of whatever special educational provision is necessary to meet those needs. [DENI Code of Practice, paragraph 1.8] Stages 1-3 are based within the school, calling as necessary on external specialists. At Stages 4 and 5, the NEELB shares responsibility with the school Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Teachers identify and register a child s special educational needs, consult with the school s SEN co-ordinator and take initial action. The SENCO takes lead responsibility for collecting and recording information, co-ordinating the child s special educational provision, and working with the child s teachers. Teachers and the SEN co-ordinator are supported by specialists from outside the school. The NEELB considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment. The NEELB considers the need for a statement of special educational needs. If appropriate, it makes a statement and arranges, monitors and reviews provision. h t t p : / / w w w. n e e l b. o r g. u k Page 1

3 SCHOOL-BASED STAGES: STAGE 1 Initial concern is expressed by teacher, parent, health or social services professional Class teacher informs SEN co-ordinator, who registers child s special educational needs Class teacher gathers information, makes an initial assessment and informs parents No special education help needed, but keep under review Further advice and support clearly needed: go straight to appropriate stage Give special help within normal classroom setting, keeping record of nature and aims of such provision When no longer any cause for concern, child removed from SEN register and parents informed Review progress, with appropriate parental involvement Move to Stage 2 Set new targets for review h t t p : / / w w w. n e e l b. o r g. u k Page 2

4 SCHOOL-BASED STAGES: STAGE 2 Stage 1 Review Initial concern is expressed by teacher, parent, health or social services professional Class teacher informs SEN co-ordinator, who registers child s special educational needs and agrees that Stage 2 advice and support is needed SEN co-ordinator, with class teacher, reviews available information and obtains information from outside agencies SEN coordinator seeks any necessary further advice SEN co-ordinator and teacher(s) draw up individualised education plan (IEP), and inform parents IEP implemented Review progress, with appropriate parental involvement Child moves to Stage 3 Child reverts to Stage 1 or no longer needs special help Child continues at Stage 2: SEN co-ordinator and teacher(s) draw up revised IEP h t t p : / / w w w. n e e l b. o r g. u k Page 3

5 SCHOOL-BASED STAGES: STAGE 3 Stage 2 Review Initial concern is expressed by teacher, parent, health or social services professional Class teacher informs SEN co-ordinator, who registers child s special educational needs and agrees, having consulted principal, that intensive action with specialist support is immediately necessary SEN co-ordinator, with class teacher, reviews available information, consults support services and informs Board SEN coordinator seeks any necessary further advice SEN co-ordinator, teacher(s) and support services draw up IEP, and inform parents IEP implemented Review progress, preferably in the presence of parents Child reverts to Stage 2 or Stage 1 Refer to principal Child remains at Stage 3, SEN co-ordinator, teacher(s) and support services draw up revised IEP Principal requests statutory assessment h t t p : / / w w w. n e e l b. o r g. u k Page 4

6 Stage 3 Support Services ASD (Autistic Spectrum Disorder) Audiology Behaviour Support LTSS (Literacy Teaching and Support Service) Speech and Language Visual Impairment MASTS (Multi Agency Support Team Service) h t t p : / / w w w. n e e l b. o r g. u k Page 5