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 resources

Ask yourself

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Class or subject teacher

SENCO

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Identifying needs	Early intervention	Role of SENCO
Levels of intervention	Role of IEP	Specialist input
Transfer	SEN resources	External advice