Policy for Special Educational Needs (SEN) Referral

Rationale

To have a system which enables early identification of children with SEN and effective teaching and learning programmes.

Purposes

• To ensure early identification of children who have/may have special educational needs.
• Initial identification could be through parents, staff or outside agencies.
• The SENCO should be alerted to any concern and a Record of Concern form completed. The child’s needs should be identified through assessment, if appropriate.
• Where appropriate an Individual Education Plan should be implemented which details learning targets, success criteria, resources and activities for teaching and the outcome.
• The progress of children with IEP’s should be reviewed at least 3 times each year.
• The progress of children with statements of special educational needs should be reviewed at least once each year: The Annual Review.

Guidelines

• When a class teacher identifies a child who may have SEN a Record of Concern form should be completed and discussed with the SENCO. Forms can be found in the Special Educational Needs class file.
• SEN referrals should focus upon the area(s) of concern. Children may be identified as having learning, behaviour, physical or sensory needs.
• Consultation with the child’s parents/guardians should precede any intervention for special educational needs within school. Parents/guardians should be fully advised of the SEN policy within the school through the SEN booklet.
• Children who require interventions that are additional to or different from those provided as part of the usual differentiated curriculum within their classroom are at the School Action stage of the Code of Practice.
• These children will have an Individual Education Plan which details specific learning targets and progress is reviewed at least 3 times each year, IEP targets are taught regularly either individually or within a small group. IEP targets are reviewed by the SENCO and class teacher. Parents receive a copy of the IEP and are invited to discuss the targets for their children and ways in which they can support them at home.
• When teaching intervention at the schools action stage does not result in the child making significant progress the SENCO can request advice from outside agencies. The child would then be at the School Action Plus stage of the Code of Practice.

Conclusion

• To develop a structured procedure for teachers and other members of staff to follow and cater for all children with SEN.

Reviewed annually, last review 2005