Article: Special educational needs placements in mainstream schools Error loading MacroEngine script (file: PageImages.cshtml) Article Body The needs of most children with special educational needs (SEN) are met within mainstream schools. Where pupils have a statement of special educational needs, additional resources are delegated to schools to support their inclusion in mainstream school. Schools can adapt the curriculum and have a range of services to support pupils with special needs. The educational psychologist and inclusion services provide advice and support to schools to help them meet the needs of children with SEN. In Barnsley we have the following resourced provision within mainstream schools: sensory impairment (ie hearing and/or visual impairment) Joseph Locke Primary School and Holgate School and Sports College communication and interaction Oakhill Primary, Worsbrough Common Primary, Hoyland Springwood Primary, Royston Meadstead Primary and Carlton Community College. Special educational needs Children have special educational needs if they have any of the following learning difficulties, which call for special educational provision to be made for them: a significantly greater difficulty in learning than the majority of children of the same age a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the same local authority area are under compulsory school age and fall within the previous two definitions or would do so if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Special educational provision means: for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the council, other than special schools, in the area for children under two, educational provision of any kind. Children with SEN will: have their needs assessed, identified and provided for have their provision audited, planned, monitored and reviewed be supported through School Action and School Action Plus normally have their needs met in a mainstream school/early education setting be offered full access to a broad, balanced and relevant curriculum, including an appropriate curriculum for the foundation stage and the National Curriculum have their views sought and taken into account. Barnsley's inclusion services support children and young people from 0-19 years, their parents/carers, early educational settings, including private and voluntary providers, and schools. They include: assessment and review team communication and interaction team learning and cognition team sensory impairment team The role of parents/carers Parents/carers have a vital role to play in their child's education. In working with schools they should: regularly talk to school staff and tell them of any concerns they have about their child's learning or provision fulfil their obligations under any home-school agreements that set out the expectations of both sides. Parents/carers who feel that their child may have special educational needs and may need specialist support should discuss the matter with the school, particularly where a child is provided with additional or different intervention through School Action or School Action Plus (see below). Schools should listen and take parents'/carers' views and concerns into account when deciding what intervention, if any, should take place Parents/carers can contribute to the planning and reviewing of their child's individual needs. They should also contribute to the planning and reviewing of their child's Individual Education Plan (IEP) at School Action and School Action Plus, if an IEP is used. Parents/carers can ask to be written into an IEP and can also help the school in implementing School Action and School Action Plus by helping their child with any programmes that need to be followed at home. Useful links Special Educational Needs (SEN) A Guide for Parents and Carers Special Educational Needs Assessment Special Educational Needs Handbook Tribunal Guidance Legislation Disability Discrimination Amendment Act 2005 Education Act 1996 SEN and Disability Act 2001 The Special Educational Needs (Provision of Information by Local Education Authorities) (England) Regulations 2001 The Education (Special Educational Needs) (England) (Consolidation) Regulations 2001 How to contact us Inclusion Services are based at Gateway Plaza Postal address: PO Box 634, Barnsley S70 9GG Telephone: 01226 773377 Monday to Thursday from 8.30am to 5pm and Fridays 8.30am to 4.30pm Email: senassessment&review@barnsley.gov.uk Explanation of phrases used above School Action (primary phase) When a class teacher identifies that a pupil has SEN, the class teacher devises interventions additional to or different from those provided as part of the schools usual differentiated curriculum. The class teacher remains responsible for working with the child on a daily basis and for planning and delivering an individualised programme an IEP (Individual Education Plan) will usually be devised. The Special Educational Needs Co-ordinator (SENCO) should take the lead on: planning future interventions for the child in discussion with colleagues monitoring and reviewing the action. School Action Plus (primary phase) The SENCO and class teacher, in consultation with parents, ask for help from outside agencies. Class teacher and SENCO are provided with advice or support from outside specialists. Additional or different strategies to those at School Action are put in place an IEP will usually be devised. The SENCO should take the lead in: any further assessment of the child planning future interventions for the child in discussion with colleagues monitoring and reviewing the action taken. School Action (secondary phase) When staff identify that a pupil has SEN, subject teachers, in consultation with the SENCO devise interventions additional to or different from those provided as part of the schools usual differentiated curriculum. Subject and pastoral teachers remain responsible for working with the pupil on a daily basis and for planning and delivering an individualised programme an IEP (Individual Education Plan) will usually be devised. SENCO should take the lead on: planning future interventions for the child in discussion with colleagues monitoring and reviewing the action. School Action Plus (secondary phase) The SENCO and subject/pastoral staff, in consultation with parents, ask for help from outside agencies. Teachers and SENCO are provided with advice or support from outside specialists. Additional or different strategies to those at School Action are put in place an IEP will usually be devised. SENCO should take the lead in any further assessment of the child planning future interventions for the child in discussion with colleagues monitoring and reviewing the action taken.