A Graduated response
The Code of Practice advocates a graduated response to special educational needs dependent on the progress made by individuals. The importance of early intervention is highlighted, along with the need for parents/carers to be fully involved at all times, and for pupils to be consulted about the help they are receiving.
All teachers should know how to differentiate the curriculum to meet the needs of the range of learners in their class, and they should put this into practice on a daily basis.
School action
If an individual pupil needs to be supported by an approach that is additional to, or different from that which the teacher is normally able to provide, then the school should take action to put this in place. The Code refers to this as School Action. This might involve additional adult time in planning and monitoring the impact of a particular intervention or strategy, the provision of different learning materials or special equipment, or individual or group support. Normally an approach will be planned in consultation with the school’s special educational needs coordinator (SENCO) and recorded as an individual education plan (IEP). The skills needed to achieve this may be expanded and enhanced through advice and professional development opportunities offered by LEA support services.
School action plus
In some cases, if progress is insufficient despite the support offered through School Action, the SENCO may ask for help and advice about an individual pupil from a member of the outside support services provided by the LEA, and by other agencies such as Health. This will often involve the pupil being observed or interviewed and suggestions or changes made to the IEP. In a few cases direct support may be offered. This is referred to as School Action Plus. Educational psychologists are frequently consulted, and many LEAs also have teams of specialist teachers.
Statutory assessment
In a very few cases, where progress remains unsatisfactory and the school can provide evidence of having implemented an appropriate programme or strategy for a reasonable period of time, a request can be made for a statutory assessment of the pupil’s needs. As well as consulting with the parents/carers and ascertaining the pupil’s views, this involves gathering of reports from the school and other professionals who may or may not have been involved in providing support.
LEAs have clearly defined criteria for deciding when this is appropriate, and at the end of the assessment will reach a decision about whether or not it is necessary to issue a statement of the pupil’s special educational needs. This is a legal document that outlines the pupil’s needs, how they can be met, and the provision and resources necessary to achieve this. The majority of pupils with statements remain in mainstream schools, and any additional resourcesAsk yourself
Class or subject teacher
Class or subject teacher
- What information do I have about the pupils in my class from the SENCO and/or previous school?
- Am I familiar with the content of any IEPs for my pupils?
- Do I consult with the SENCO on the best way to meet their needs?
- Do I make my own assessment of their needs?
- What do I need to do to differentiate work within the classroom?
- What grouping arrangements do I need to put in place?
- What additional resources do I have and how do I know I am using them effectively?
- Are there any other strategies I need to employ, and if so, do I need any additional training?
SENCO
SENCO
- Do I given the class or subject teacher full information on each pupil’s needs?
- Do I discuss strategies to meet pupil’s needs with the class/subject teacher, any teaching assistant, and the parent and pupil?
- Do I ensure everyone has a copy of the IEP for each pupil?
- What additional resources might I need to implement particular strategies, and have I discussed these with the head teacher/SMT?
- What training might class/subject teachers need?
- What liaison and advice do I need to have with support agencies?
Head teacher
Head teacher
- What discussions have I had with the SENCO regarding staffing and budgets?
- Do I know how much resource is available to the school and are the SENCO and others aware of this?
- Have I allocated sufficient resources?
- What liaison and advice does the school require with outside agencies?
- How do I monitor the effectiveness of support put in place?
- Do I need to recruit additional staff or buy equipment? What is the time scale?
- What rearrangements of staff timetables do I need to make?
- Do I need to look at the curriculum teaching methods to include all pupils in my school?
- Am I enabling each individual to be included by making reasonable adjustments to the school and curriculum?
- What additional training do my staff need?
- Is the school operating according to our SEN policy?
- Do I keep parents informed about our policies?
- Do I keep the SEN Governor informed of SEN issues at the school? Can he/she give me any advice?
School Governor
School Governor
- Am I taking an active interest in how the school meets the needs of children with SEN?
- Is this in accordance with the school’s SEN policy?
- What information are other governors and I being supplied with by the school? Is there additional information that we need?
- What are the resource implications of meeting SEN needs?
- What monitoring and review arrangements are there in place?
- Are we operating within LEA policy?
- Are we operating within the terms of the Disability Discrimination Act?
- Do I need additional training in my role as a SEN Governor?
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