CODE OF PRACTICE
This is a very brief outline of the code of practice giving the important points which a classroom teacher would need to know. It is a 5 step procedure. Some children may proceed through all the steps, some may remain at one particular stage, others will start at various stages on the steps and may go onto the next stage or indeed may revert back to a previous stage. There is no specific length of time which a child can spend at any stage.
Information to be gathered:
It may be decided to continue with existing in-class strategies and if so, targets should be set and progress should be reviewed at least twice. At this stage child may be taken off the register or may move to stage 2. However it may be clear after initial assessment above that action at this stage will be insufficient and the child may need to move straight on to Stage 2.
The Special Education Needs Co-ordinator (SENCO) takes responsibility for collecting and recording information to co-ordinate the special needs provision for the child with his teachers.
The SENCO takes lead responsibility for assessing, planning, monitoring and reviewing the provision but it is the classroom teachers who remains responsible for working with the child in the classroom.
An Individualised Education Plan (EP) is drawn up after consideration of action at stage 1 and also from consultation with external agencies, such as GP, Social Services etc.
The EP should:
A review should be carried out by SENCO along with class teacher and parents. The result may be continued action at Stage 2 with new targets, reversion to stage 1 or after two revision periods, a move to stage 3.
Support from specialists outside the school is sought in addition to the classroom teacher and the SENCO working with the child. A new EP will be drawn up with the help of the outside specialists but will be implemented as far as possible in the normal classroom.
The EP should:
At this stage the specialists may work with the child directly, advise teachers, or may recommend other specialist support.
Specific targets should be set for all aspects of the EP and special monitoring and assessment arrangements made, some of which may be done by specialists, e.g. educational psychologists.
The SENCO is responsible for making arrangements for monitoring progress and for review, usually within a term. At this meeting the effectiveness of the EP, the need for further advice etc. will be discussed.
Consideration is given to whether a statement is necessary and assessment carried out.
The request for a statement may come from the parents or the school who feel that despite doing everything they could for the child, there are needs which cannot be met under the existing resources.
Detailed and substantive information will be gathered from all agencies involved with the child, particularly evidence from EPs at Stages 2 and 3 before deciding whether or not to proceed with statutory assessment.
Statement is completed. The Board then has to decide if the present school is the appropriate one, perhaps with the provision of extra support services, or if another school is more suitable. Parents' wishes are very important.
When the child is placed, his statement will be reviewed annually and a relevant teacher, together with the school principal, will be required to attend.
At this meeting the progress of the child will be reviewed. The school will deliver a report which allows the board to discuss how much progress has been made on the overall objectives of the statement and on each of the targets set. They will also consider whether current provision is appropriate, whether any changes should be made or whether any more action is required.
*If a statemented child is having a first review after his 14th birthday, then the review panel should include a representative from Health and Social Services and from the Careers Service. This is so that consideration of all options for further education and training can be considered. Targets for independence, social and skills training may be added to the statement.