Article: Special educational needs statements Article Body What is a statement of special educational need? A statement of special educational needs is a legal document, which sets out details of the special needs that your child is considered to have. In addition the statement also outlines the special educational provision that your child will receive to meet these needs. Children and young people will have a statement of special educational needs if: they are 3 - 5 years and have not responded to Early Years Action or Early Years Action Plus they are 5 - 16 years and have not responded to School Action and School Action Plus they are students post-16 in further education who have not responded to School Action and School Action Plus (see explanation of terms at the foot of this page). What does a statement of special educational needs look like? The statement of special educational needs consists of six parts described below: Part 1: Introduction, date of birth and contact details Part 2: Special educational needs This gives a clear and detailed description of the child's current difficulties. The information is taken from specialists' reports written for the statutory assessment. Part 3: Special educational provision This must detail all the provision to be made by the local authority and the school to meet the child's special educational needs. It is split into three sections: Objectives - these are long-term targets for the child to achieve during the time (s)he has a statement; Provision - this is all the necessary support the child needs to meet the long-term targets; Monitoring - these are the arrangements made to set and review medium term targets, which work towards the long term targets set out for your child. Part 4: Placement Before the final statement is issued, parents receive a proposed statement, so they can check that they agree with the council. Part 4 will be left blank for parents to state their choice of school for their child. Part 4 of the final statement must state the name of a school. Sometimes the final statement will give alternative arrangements for education other than in a school placement. Part 5: Non-educational needs These are needs agreed between the health services, social care services, other organisations and the council. Part 6: Non-educational provision This provision describes how the child will get the help outlined in part 5. It could also include details about home to school transport. Please note that parts 3 and 4 of the statement are legally binding on the council, but parts 5 and 6 are not. A statement can continue until the pupil leaves school after Year 11. If the pupil continues to attend specialist provision (usually in school), the statement could continue until (s)he is 19. Following the receipt of a proposed statement parents/carers have 15 days to agree the content of the statement by completing the form which will be enclosed Parents/carers who do not agree to the final statement can: seek independent advice from the Barnsley Parent Partnership Service at parentpartners@barnsley.gov.uk or by calling 01226 787233/787234 appeal to the Special Educational Needs Tribunal (SEND) via the Tribunals Service website - telephone 01325 392760 Reviews Statements are subject to annual review (six monthly review for early years children) which will include parental views about the child's progress. Statements can be reviewed at other times if significant concerns arise. Guidance notes Further information for parents can be found at: Advisory Centre for Education Special Educational Needs (SEN) A Guide for Parents/Carers Legislation SEN and Disability Act 2001 Education Act 1996 Equality Act 2010 SEN Code of Practice 2001 Disability Discrimination Amendment Act 2005 Useful documents Special Educational Needs Handbook How to contact us Safeguarding Health and Social Care Integrated Inclusion Services Assessment & Review Team Corporate Mailroom PO Box 634 S70 9GG Telephone: 01226 773377 from 8.30am to 5pm Monday to Thursday and 8.30am to 4.30pm on Fridays 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 school's 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 school's 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.