Moor House aims are to have regard to the DFES Code of Practice on the Identification and Assessment of Special Educational Needs. We welcome, and provide appropriate learning opportunities for all children.
Stage 1: The child’s key person identifies a child’s learning need and consults with the manager and with parents and collects and records information. With the parents consent curriculum work is planned to match the child’s level of ability, and their progress is monitored and reviewed regularly. The key person informs the SENCO who identifies the child on the SEN register.
Stage 2: Recognise the need for further support, and make specific plans to meet the child’s need. SENCO to ensure that an individual educational plan is prepared, and discusses learning targets and strategies for implementing the programme, as appropriate; ensures parental involvement in the plan.
Stage 3: The SENCO may seek a wider picture to plan and provide for a child’s need. The key person or parent may still be very concerned about some aspects of a child’s learning, despite the implementation of an Individual Educational Plan (IEP) at stage 2, and may wish for specialist advice to assess the child’s need. The SENCO would always consult with the parent before proceeding with a referral to the Educational Psychologist, Speech Therapist, etc, and their permission is sought. Professionals are invited to contribute to the information of the IEP as appropriate.
Stage 4: It is agreed that a full statutory assessment of the child’s special educational needs should be initiated, and the Local Educational Authority (LEA) become involved. We may be visited by the Educational Psychologist, and should be invited to submit a report outlining our view of the child’s strengths and needs, and an account of what we have done to support the child’s at stages 1-3. Continue to work with parents to adapt a plan to take account of any advice given. Monitor, and review.
Stage 5: The child receives a statement of her/his special educational needs, setting out the provision that should be made for them and a named support worker is involved with the setting and this the LEA should fund. It should be stressed that it is not inevitable that a child will move progressively through the stages. She/he may remain on Stage 1 or 2 for a term, and then progress by leaps and bounds, so as not to need any further special intervention. Also, it is possible for a full assessment to be requested, and for the LEA to consider the request and, after consulting all those involved, decide that isn’t necessary, so that the child might remain at Stage 3, and receive a ‘note in lieu of a statement’ setting out what a child needs, without the legal power of a statement. Children may move forwards or backwards between stages, as long as the process is marked by a review meeting where the parties involved agree.
To visit a graphical version of this page, follow this link graphical version of special needs page (access key y).
We want this website to be accessible to everyone. Every page in the site is available in a styled version and a text only version. We have also implemented alternative text for all images and wherever possible access keys for navigation between the main pages. To navigate from any "styled" page to a text page the access key is "x", to navigate from any text page to the styled equivalent the access key is "y"