Schools, early years and childcare

School Action

Early education settings and schools place great importance on identifying special educational needs (SEN) early so that they can help children as quickly as possible. Once it has been decided that a child has SEN, the child’s teachers should take account of the guidance in the SEN Code of Practice. This includes giving parents information about the local parent partnership service.

The graduated approach recognises that children learn in different ways and can have different kinds or levels of SEN. So step by step, specialist expertise can be brought in to help the school with the difficulties that a child may have.

The school must tell parents when they first start giving extra or different help for a child because that child has special educational needs. The extra or different help could be a different way of teaching certain things, some help from an extra adult, perhaps in a small group, or the use of particular equipment like a computer or a desk with a sloping top.

In early education settings this help is called Early Years Action and in schools it is called School Action. A child might need help through the graduated approach for only a short time or for many years, perhaps even for the whole of their education. Parents should be consulted at each step.

Different schools will take account of the Code of Practice in different ways. The school will also consider the child’s own views. Schools should tell parents about their children’s progress. Parents have a right to see the school’s SEN policy and to receive a copy of the school’s annual report, which will include a report on that policy.

A child’s teacher is responsible for working with them on a day-to-day basis but may decide to write down the actions or help for a child in an Individual Education Plan (IEP).

The IEP should say:

• what special help is being given;
• how often a child will receive the help;
• who will provide the help;
• what the targets for a child are;
• how and when a child’s progress will be checked;
• what help parents can give a child at home.

The child’s teacher should discuss the IEP with the parents and the child if possible.

IEPs will usually be linked to the main areas of language, literacy, mathematics, behaviour and social skills. Sometimes the school or early education setting will not write an IEP but will record how they are meeting a child’s needs in a different way, perhaps as part of the lesson plans and will record the child’s progress in the same way as they do for all the other children. The school should always be able to tell parent how they are helping their child and what progress they are making and explain why they have not written an IEP.

School Action Plus

If a child does not make enough progress, the teacher or the Special Educational Needs Co-ordinator (SENCO)/Inclusion Manager should talk to the parents about asking for advice from other people outside the school. They might want to ask for help from, for example, a specialist teacher, an educational psychologist, a speech and language therapist or other health professionals. This kind of help is called Early Years Action Plus or School Action Plus.

The SENCO should try to include the parents in any discussions and should consider their views in making any decisions about how best to help a child. They should keep parents informed about their child’s progress.

The SEN Code of Practice is very clear about the importance of early education settings, schools, the council and parents working together. Parents should have plenty of opportunities to find out what is happening.

Parents' views are very important at all times.

Talking through any worries or concerns parents might have with the people at the early education setting, the class teacher, the SENCO/Inclusion Manager or the head teacher should sort out any concerns or misunderstandings.

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