Article: Special educational needs assessment Article Body At the heart of the work of every school is a continuous cycle of planning, teaching and assessing, which takes account of the wide range of abilities, aptitudes and interests of pupils. The majority of pupils will learn and progress within these arrangements. However, perhaps one child in every 50 across the country will need more help. Children's Services are best placed to provide this help, whichever type of school your child attends. Special needs assessment is the vital process of identifying those pupils whose difficulties are not catered for through the normal range of teaching strategies/resources within the school or who have not responded to Early Action/Early Action Plus or School Action/School Action plus (see explanation at the foot of the page). Requesting statutory assessment Parents can request an assessment if they believe that their child has special educational needs that are either not being met through school-based intervention, or are so substantial that a mainstream school could not meet them from within their own resources. Parents of very young children with complex needs may also request an assessment. (SEN Code of Practice Chapter 7). It is helpful to the council if the parent can set out clearly the reasons for the request and provide information about the provision the child has already received, along with details of any reports produced by professionals involved with the child. Considering the request for an assessment Below is the procedure that Barnsley Council follows when responding to a parental/school request for statutory assessment. The council has six weeks to decide whether or not to carry out a statuary assessment from the receipt of the request. Week 1 Council receives request for statutory assessment from school/parent/carer Council sends parental questionnaire to parent/carer to gather parental views on the needs of the child along with information relating to the statutory assessment process Council alerts the child's school/setting stating that we are considering whether to make a statutory assessment for your child. At the same time, we alert social care, child health, educational psychology and any other agencies involved with the child. An assessment may begin quite soon and these agencies may receive requests for advice later. Week 2 to 4 The council assembles information ready for submission to the statutory assessment panel, including completed parental questionnaire. The council named officer is available to offer guidance to parents/carers regarding the statutory process. Week 5 to 6 The council holds a weekly statutory assessment panel meeting where a decision is made whether or not to make a statutory assessment. The panel is made up of a number of professionals: assessment and review support manager assessment and review officers principal educational psychologist inclusion services team leaders. The council has six weeks from the receipt of the request to inform parents/carers whether or not a statutory assessment has been agreed. How to apply for assessment Application for statutory assessment can be requested by a school or parent. Parents can apply online using the following link: Application for statutory assessment Schools should submit requests via the appropriate pro forma (8i) in the SEN Handbook. What happens during an assessment The purpose of a statutory assessment is to build up a complete picture of your child's special educational needs so that we can decide how those needs would best be met. It is important for the council, once the decision has been taken, to start a statutory assessment. We will write to tell parents/carers, and others involved with your child, that an assessment has started. We will ask for written advice (an information report) from all those involved with the child. This is the information that we will then consider when we are deciding whether or not to make a statement. If your child is already at school, the headteacher will be asked for educational advice. This will be put together with the information the school sent in when the assessment was requested and together these will form a very detailed description of your child's attainments in all subjects of the curriculum. An educational psychologist will also provide specific advice (a report) about your child's special educational needs. The advice may be based on the educational psychologist's earlier work with your child. In some cases it may be necessary for your child to be seen by the educational psychologist, particularly if no previous psychological assessment has taken place. You have the right to be present with your child at any interview or assessment in connection with the statutory assessment. In certain circumstances however, your presence may affect the outcome of the assessment and your attendance would need to be discussed with the educational psychologist beforehand. In all cases the health service will be invited to provide medical advice (a report). You may be offered an appointment with a paediatrician and again you will be able to be present at any examination if you wish. Advice from social care services will be requested. If there is social care services involvement with your family, it is likely that they will send in a report, but they may consider it inappropriate. If statutory assessment is agreed The council has 12 weeks from the date the statutory assessment is agreed to collect all information abut the child and to decide whether or not to make a statement of special educational needs. The council has a further two weeks to notify the parents/carers of the decision and: to issue a proposed statement of special educational needs or not to make a statement of special educational needs and to issue a 'note-in-lieu'. Proposed statement This is a draft issued within 18 weeks and before the final statement so that you can discuss it with a council representative. If necessary, changes can be made before the final statement is written. A proposed statement does not name an educational setting because you have the right to state a preference for a school. Note in lieu A note in lieu is written after statutory assessment and instead of a statement. Using all the evidence submitted for your child's statutory assessment, it will: describe your child's special educational needs explain why a statement has not been written describe what help the school should give to the child. The council will send you a parents'/carers' copy of the note-in-lieu, which you need to agree by completing the form which will be enclosed. Copies will then be sent to the school and any other professionals involved. Parents/carers who do not agree can do one of the following: contact the named assessment and review officer to request a meeting to discuss the note-in-lieu seek independent advice from the Barnsley Parent Partnership Service by calling 01226 787233/787234 or emailing parentpartners@barnsley.gov.uk appeal to the Special Educational Needs Tribunal (SEND) via the Tribunals Service website - telephone 01325 392760 The council will send you a copy of the note in lieu, which you need to agree in writing. Copies will then be sent to your child's school and any other professionals involved. Again you can ring your child's review officer to request a meeting to discuss the note in lieu. Guidance notes Further information for parents can be found at: Advisory Centre for Education Special Educational Needs (SEN) A Guide for Parents/Carers 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. 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. Additional notes Words you may see in reports: SEN Code of Practice - this guide, issued by the Department for Children, Schools and Families, tells councils and schools how to organise help for children and young people with SEN. Individual Education Plan (IEP) - this specifies what your child's targets are for the next period (usually six months), and what will be done by the school, you and your child to meet those targets. Legislation Disability Discrimination Amendment Act 2005 Education Act 1996 Equality Act 2010 SEN and Disability Act 2001 Useful documents Special Educational Needs Handbook How to contact us Assessment and Review Support Manager Integrated Inclusion Services PO Box 634 Barnsley S70 9GG Telephone: 01226 775952 Email: senassessment&review@barnsley.gov.uk Open from 8.30am to 5pm Monday to Thursday and 8.30am to 4.30pm on Fridays Parent Partnership Service by calling 01226 787233/787234 or emailing parentpartners@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.