Special Educational Needs Code of Practice 0-25yrs
The Code is clear about...
• Listening to the views, wishes and feelings of the child, young person and parents
• The importance of the child or young person participating in decisions about them
• Local authorities supporting children, young people and parents in the development of the child or young person and helping them to achieve the best they can and be prepared for adulthood
The code refers to some key things identified by BCRP including the importance of:
• Early Identification
• Early Intervention
• Parents and staff working together
• High quality support to meet needs
• Recording progress
• Using the best approaches which are based on evidence of what works
The principles of the system:
These support the recommendations of the BCRP
All children have a right to an education that enables them to make progress so that they:
All children with special educational needs (SEN) or disabilities should have their needs met, whether they are in early years settings (like a nursery or a childminder), in school or in college.
When making decisions about SEN or disabilities, your local authority must:
Any support your child gets from their school or other setting should meet their needs.
SEN support is part of what is known as the ‘graduated approach’. The approach varies in how it works depending on the age of your child – for example, it may work differently in a nursery than it will in a school.
You may be contacted – for example in schools, this will be by your child’s teacher or SENCO – if your early years setting, school or college think your child needs SEN support. Or you can approach your child’s school or other setting if you think your child might have SEN.
Every school has a teacher who coordinates the SEN provision - called the SENCO
You will be involved and your views will be needed throughout the
process, and you will be kept up to date with the progress made. Young people aged 16 to 25 will be fully involved in designing their own SEN support and provision.
The four stages of SEN support are
Assess: Your child’s difficulties must be assessed so that the right support can be provided. This should include, for example, asking you what you think, talking to professionals who work with your child (such as their teacher), and looking at records and other information. This needs to be reviewed regularly so that the support provided continues to meet your child’s needs. That might mean getting advice and further assessment from someone like an educational psychologist, a specialist teacher or a
Plan: Your school or other setting needs to agree, with your involvement, the outcomes that the SEN support is intended to achieve – in other words, how your child will benefit from any support they get – and you need to be involved with that. All those involved will need to have a say in deciding what kind of support will be provided, and decide a date by which they will review this so that they can check to see how well the support is working and whether the outcomes have been or are being achieved.
Do: The setting will put the planned support into place. The teacher remains responsible for working with your child on a daily basis, but the SENCO and any support staff or specialist teaching staff involved in providing support should work closely to track your child’s progress and check that the support is being effective.
Review: The support your child receives should be reviewed at the time agreed in the plan. You can then decide together if the support is having a positive impact, whether the outcomes have been, or are being, achieved and if or how any changes should be made.
Your school or other setting can use the Local Offer to see what help is available that may help achieve your child’s outcomes.
Every local authority must identify education, health and social care services in their local area provided for children, young people and families who have SEN or disabilities and include them in an information directory called the Local Offer.
Information about the Local Offer can be found on the website of your Local Authority.
• Ask the people in your child’s setting if they think he/she has SEN or a disability
• Ask what kind of support your child can get...
For example in school support can take many forms. This could include:
• Ask how you will be kept updated about your child’s progress
• Ask what you can do to help at home
• Find out about your Local Offer
If you want more information these websites may help...
AFASIC supports parents and represents children and young people with speech, language and communication needs, you might want to read the article about the better communication research programme in AFASIC AbstrAct Autumn 2012: http://www.afasic.org.uk
Contact a Family is a national charity that exists to support the families of disabled children whatever their condition or disability: www.cafamily.org.uk
Parent Partnership Services: offer advice and support to parents and carers of children and young people with special educational needs (SEN). The National Parent Partnership Network (NPPN) supports and promotes the work of Parent Partnership Services (PPS) across England and will point you to your local service: www.parentpartnership.org.uk
Council for Disabled Children this organisation is made up of different groups who support children with disability, they have information about SEN and disability reform: http://www.councilfordisabledchildren.org.uk
DfE You Tube video: What you need to know about the SEND reforms:
DfE You Tube video: What you need to know about the local offer:
DfE You Tube video: What are Education, Health and Care Plans?
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