Special Education Needs Code of Practise
The SEN Code of Practice provides practical advice to Local Education Authorities, maintained schools, early education settings and others on carrying out their statutory duties to identify, assess and make provision for children's special educational needs.
Autism Spectrum Disorders: Good Practise Guidance: This publication was developed by the DfES, the Department of Health and the Autism Working Group and includes representation from parent support organisations, practitioners, government agencies, local education authorities and researchers. It brings together comprehensive guidelines based on the expertise of practitioners and the Autism Working Group. Autistic Spectrum Disorders: Good Practice Guidance aims to raise awareness and standards of support for children with ASDs.
Free copies of both the above publications can be obtained from TeacherNet Online publications for schools.
Code of Practise for Schools, the Disability Discrimination Act 1995: Part 4: This Code of Practice applies to all schools and local education authorities (LEA) in England and Wales, and to all schools and education authorities in Scotland (EA). It explains the new duties and it shows the responsible bodies how they might meet the duties that apply to them.
Free copies can be ordered here.
Some paragraphs from the SEN Code of Practise:
1:2
The Code sets out guidance on policies and procedures aimed at enabling pupils with special educational needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood.
1:5 The detailed guidance in this Code is informed by these general principles and should be
read with them clearly in mind:
- a child with special educational needs should have their needs met
- the special educational needs of children will normally be met in mainstream schools
or settings - the views of the child should be sought and taken into account
- parents have a vital role to play in supporting their child's education
- children with special educational needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum.
from 1:33 Pupils with special educational needs but without statements must be treated as fairly as all other applicants for admission.
2:1 Partnership with parents plays a key role in promoting a culture of co-operation between parents, schools, LEAs and others. This is important in enabling children and young people with SEN to achieve their potential.
6:58 Strategies employed to enable the pupil to progress should be recorded within an Individual Education Plan (IEP).
6:61 The IEP should be reviewed at least twice a year. Ideally it should be reviewed termly, or possibly more frequently for some pupils. At least one review a year could coincide with a routine Parents' Evening, although schools should recognise that some parents might prefer a more private meeting.
7:1 The special educational needs of the great majority of children should be met effectively within mainstream settings through Early Years Action and Early Years Action Plus or School Action and School Action Plus, without the local education authority needing to make a statutory assessment. In a very small number of cases the LEA will need to make a statutory assessment of special educational needs and then consider whether or not to issue a statement.
7:7 A child will be brought to the LEA's attention as possibly requiring an assessment through:
- a request for an assessment by the child's school or setting;
- a request for an assessment from a parent: or
- a referral by another agency.
10:1 Meeting the special educational needs of individual children requires flexible working on the part of statutory agencies. They need to communicate and agree policies and protocols that ensure that there is a 'seamless' service. Working supportively and in partnership with parents and the children and young people themselves will ensure that everyone involved understands the responses of the professionals concerned, and lead to a better quality of provision.