WITHYMOOR SCHOOL

Special Educational Needs at Withymoor

I’m concerned about my child’s progress. What questions should I ask?

Your first point of reference should be your child’s class teacher. Make an appointment to see him/her at a mutually convenient time, so that you will be able to discuss your concerns fully.

Issues which you might discuss could include

•	Is my child having difficulties in the classroom? (These could be work related, speech and language difficulties, behaviour/social problems or to do with a physical/medical condition.
•	Is my child performing at a level appropriate to his/her age group?
•	Does my child need or get any extra help in school?
•	If you feel that your child’s needs are not being recognised, state your concerns clearly. (It may help you to have made some notes before you go to the meeting.)
•	You could also ask if there are ways in which you could help.

If you have previously discussed your child’s difficulties with the class teacher but are still concerned, ask for the current Individual Education Plan if he/she has one and look at targets set, support given and strategies suggested.

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The Code of Practice – A graduated approach

The Code of Practice, recently revised and published in 2001, offers guidelines to schools on how to work with pupils with SEN. The graduated approach recognises that children learn in different ways and can have different levels of need, so help for your child can be gradually increased as the need arises. You should be consulted at each step.

Early educational settings and school place great importance on identifying SEN early. In the first instance, if your child’s class teacher suspects that your child has a difficulty the school must tell you before any extra help is given. If your son/daughter does not make enough progress, the class teacher or the SENCO might ask you for permission to place your child at EY/School Action.

Early Years Action/School action

The class teacher works with Special Needs Co-ordinator to carry out a more detailed assessment and put together an Individual education Plan.

Early Years Action/School action

The school asks for help from an outside agency, such as an Educational Psychologist or a member of the Learning Support Service Team, who will give advice on appropriate targets and strategies.

A Statement

The LEA has recognised that your child has very particular needs which are severe and complex and takes responsibility for ensuring that these needs are met. The statement will describe your child’s SEN and outline the special help your child should receive.

Very few children need to progress beyond Early Year/School Action or Early Years School Action Plus

How does this work in school ?

•	The reasons for the school’s concerns.
•	The programme devised to address your child’s needs ?
•	Any extra resources or support which are being made available to your child.
•	Whether or not your child will need an Individual or Group Education Plan. (IEP or GEP)
•	A date when the IEP or GEP targets will be reviewed, because you and your child will be invited to attend this meeting.

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You will be asked for any information which you think is relevant to your child’s situation and you will be given the opportunity to contribute to the suggestions made by the school.

If at a later stage an IEP or GEP is to be written for your child and if you would like a copy of this, ask the child’s teacher or the Special Needs Co-ordinator.

If your child is placed at School Action Plus of the SEN Code of Practice, someone from an external support service e.g. a Learning Support Service Co-ordinator or an Educational Psychologist, will be involved in the assessment of your child. You will be asked to give your permission before this step is taken. You will be able to meet whoever becomes involved at an arranged time if you want to.

If additional concerns arise between review meetings, telephone school and ask for an appointment with the appropriate person.

What is an IEP ? What is a GEP ?

IEP stands for Individual Educational Plan. This is a working document which is designed to inform everyone concerned with your child of the difficulties which he/she is experiencing and how they are being addressed.

A Group Education Plan (GEP) may be given if your child shares similar targets with other children in his/her class.

The Educational Plans should contain the following information

•	The nature of the difficulties which your child is experiencing.
•	Any additional information e.g. medical requirements, which may have an effect on your child in school.
•	The targets which have been set and the date they will be reviewed.
•	Who will be working with your child and when.
•	The materials, equipment, activities, rewards etc. which will be needed
•	How you as parents can support your child (This will be discussed with you).
•	When progress will be checked and by whom.
•	The date of the next review of your child’s progress, to which you and your child will be invited. (This could be two or three times a year. One of these reviews might be held during a parents evening ).
•	The outcome of this meeting usually determines whether your child requires another IEP/GEP. If so the targets should be discussed with you and your child.

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The Educational Plans should contain the following information

Try to spend some time with your child doing ‘fun’ activities such as playing games, sharing books, watching television and talking about what you have seen, cutting, sticking, colouring, puzzles etc. Your child will enjoy doing any of these in your company and at the same time you can be sure that you are helping to develop concentration, fine motor skills and language, in a relaxed environment.

Help with homework by

•	Finding out if your child has any homework to do
•	Providing an appropriate time and a quiet place to work.
•	Helping where necessary
•	Agreeing with the school a reasonable, but not excessive, amount of time to be spent on work at home.
•	Try to read to and listen to your child read regularly, from a variety of appropriate materials. School will probably advise on and/or supply these.

Give your child lots of praise for good efforts. Sometimes a small reward might be appropriate for special achievements. This will help your child to feel good about him or her self and encourage them to try hard next time.

If you are not sure how to help your child at home, talk to the class teacher or SENCO who will be happy to advise you.

Glossary of Terms

The Code of Practice ::

Revised guidelines issued by the government in 2001 to ensure that children with Special Educational Needs receive appropriate help in school.

S.E.N ::

This stands for Special Educational Needs. A child has Special Educational Needs if he or she has a learning difficulty or a disability that make it harder for them to learn than most children of the same age.

SENCO ::

This stands for Special Educational Needs Co-ordinator, who is the teacher responsible for the organisation of special needs provision throughout the school.

I.E.P. ::

This stands for Individual Educational Plan and is a document which sets targets for a child with special needs. Every child at School Action and School Action Plus should have one.

G.E.P. ::

This stands for Group Education Plan. This is where several children share similar targets, so share an Education Plan. Each child’s progress will be reviewed individually.

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