Identification/Assessment & School Action
| Your child's school may be concerned that s/he has special educational needs. This is likely because your child: | |
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Makes little or no progress even when teaching has been targeted at his/her weaknesses |
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Has difficulty with literacy or maths |
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Has emotional or behavioural difficulties |
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Has communication difficulties |
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Has sensory or physical problems and does not make progress even with the use of specialist equipment |
| The school will discuss the best ways in which to support your child to make progress. The class teacher should be involved in these discussions, along with the schools SENCO. They will collect as much information as possible about your child. Sometimes they will want to contact health and/or social services professionals but will only do so if you agree. | |
| The SENCO will assess your child's strengths and weaknesses, plan future support and arrange regular reviews to check what progress has been made. S/he will also draw up an IEP for your child. You should be invited to be a part of this process. | |
| The SENCO and your child's teacher will decide what sort of support will help your child make progress. For example: | |
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Differentiated learning materials |
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Special equipment |
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Group work |
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Individual support |
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Training for staff on how best to support your child |
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One-off or occasional support from the local education authority? |
| Your child's plan is intended to meet his/her individual needs. As no child's needs are exactly the same as any others, each child's plan will be different. | |
