The special needs Code of Practice may seem like a headache but, says Nicholas Pyke, it’s partly an illusion
Stage 1: takes place within the child’s normal classroom work.
The child’s class teacher: identifies the child’s needs; consults the parents and child; informs the special educational needs co-ordinator who registers the child; takes initial action.
Stage 2: is centred round the production of an individual education plan.
The SEN coordinator becomes responsible for coordinating the pupil’s SEN provision.
The SENCO collects information, including information from outside school; works with other members of staff and ensures an individual education plan is drawn up.
Stage 3: specialists from outside school now involved.
The SENCO draws on the advice of outside specialists (for example, educational psychologists); ensures that the child, parents and colleagues remain informed.
Stage 4: the local education authority considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment.
Stage 5: the LEA considers making statement of special educational needs.
