3.1 Special Educational Needs Policy

Introduction
Criteria for Making a Statement of Educational Needs
Placement and Resource Allocation
Information for Parents on Assessment Procedures, SEN Provision and Parent Partnership and Disagreement Resolution Services
Provision for Pupils with SEN but without Statements which the City of London Corporation Expects to be Provided in School
School/Early Years Action
School/Early Years Action Plus
Provision by the City of London Corporation
Summary of Provision for Pupils with SEN at School/Early Years Action and School/Early Years Action Plus
Learning Difficulties and Disabilities Element of 14-19s Training Provision
Explanatory Notes

Appendix 1 - Letter to Parents Proposing Statutory Assessment
Appendix 2 - Letter to Parents with Proposed SEN Statement

1. Introduction

Special Educational Needs(SEN) are generally identified by or through the young person's school or early years setting, except in cases of early identification of complex or severe medical need. There must be evidence that appropriate actions have been taken by the school/early years provider before a Statutory Assessment of Special Educational Needs will be considered by the City of London Corporation (CoLC) as the Local Authority.

CoLC expects that SEN will be met through Early Years/School Action or Early Years/School Action Plus programmes set within the young person's school or early years setting. This is particularly true for children educated at Sir John Cass's Foundation Primary School (SJC) which is resourced by CoLC through Dedicated Schools Grant and additional devolved funding. That is also the expectation for children are educated in another Local Authority, although consideration is given to the SEN policy of that Local Authority and equity of provision for City children.

The Family and Young People's Service (FYPS) provides advice and guidance to the SENCO at SJC and to the managers of the private and voluntary (PVI) early years providers in the City on identification of SEN, and on provision within mainstream education.

The Education Committee of 20 March 2002 adopted the policy contained in 'Provision for Pupils with SEN but without Statements which the Corporation of London expects to be provided in schools'. This has been updated for 2007 (see below).

Where there is concern that a young person's SEN is not being met at Early Years/School Action stage a referral may be made to the school's Educational Psychologist. In the case of SJC this is the CoLC Consultant Educational Psychologist.

The Educational Psychologist will make an assessment of the young person's need, the current provision, and steps that have been taken to meet the educational needs. before making recommendations. With the consent of the parents or carers, information will be sought from all relevant agencies with knowledge of the young person's needs, such as Health services and Children's Social Care. The Educational Psychologist will make recommendations as to how the Special Educational Needs can be met.

A Statutory Assessment may be requested if recommended strategies have been put in place at School Action Plus, usually for a period of at least 2 terms, and the young person's progress shows that needs are not being fully met through these actions. When a Statutory Assessment is requested, the decision whether to carry it out will be made by the Early Years and Education Manager, in consultation with the Consultant Educational Psychologist. Parents and carers, and the young person where appropriate, will be informed of the decision whether or not to make a Statutory Assessment and the reasons for that decision will be explained.

2. Criteria for Making a Statement of Educational Needs

Each case is considered in light of the individual needs of the young person. Where a young person is resident in the City but attends school in a neighbouring authority, consideration is given to equitable provision for City residents.

Decisions on Statutory Assessments are guided by Chapter 7 of the SEN Code of Practice 2001 and by LB Tower Hamlets Guidance on Criteria for Statutory Assessment of SEN.

Following the Statutory Assessment the decision whether or not to make a Statement of Special Education Needs (SEN) will be made by the Early Years and Education Manager, in consultation with the Educational Psychologist.

Statements of SEN are reviewed annually. The views of the young person and their parents and carers are taken into consideration by completing a form prior to the Review and/or giving their views in person at the Review. The Educational Psychologist attends all Annual Reviews.

3. Placement and Resource Allocation

CoLC has a principal of placing children and young people in mainstream education wherever possible. As a Local Authority, CoLC has a legal obligation to follow parents' wishes over naming a school, subject to normal legal provisos.

Resources are allocated according to what is normally available at School/Early Years Action Plus in the school, along with additional resources to meet the needs of the young person as recommended in the Statement of Special Education Needs (SEN). Where additional learning support assistant hours within a mainstream school are recommended, the learning support assistants will be supported by guidance from relevant specialist teachers. Speech and Language Therapists guide the learning support assistants as well as providing direct support to the young person where relevant.

A Principal Educational Psychologist and SEN Consultant is contracted to provide this service. The SENCO is supported through the Tower Hamlets SENCO Network and accesses training through LB Tower Hamlets.

The CoLC does not maintain any specialist support services for SEN, as the needs of the few individual cases are very varied. Expertise is commissioned from external providers, such as neighbouring Local Authorities, as needed. On occasion these additional services may be funded by CoLC without the need for a Statement of Special Education Needs (SEN), where they cannot reasonably be funded through school resources and are likely to reduce the need for a Statement.

4. Information for Parents on Assessment Procedures, SEN Provision and Parent Partnership and Disagreement Resolution Services

All enquiries to CoLC about assessment of SEN are followed up by the Consultant Educational Psychologist. Following receipt of a request for Statutory Assessment the Consultant Educational Psychologist visits parents at their home, young person's school or another venue of their choice. Interpreters are used if necessary.

When a Statutory Assessment has been agreed, CoLC's standard letters, giving guidance on procedures and support available, together with the Department of Education booklet on SEN, are delivered by hand by the Consultant Educational Psychologist. Procedures can be explained and parents/carers questions answered face to face. (See Appendix 2, Letter to Parents Proposing Statutory Statement)

CoLC has an agreement with Tower Hamlets Parents Advice Centre as its Parent Partnership Scheme. Through this agreement CoLC has access to information which can be made available to City residents such as leaflets on Statutory Assessments and Annual Reviews. CoLC has an agreement with KIDS to provide a disagreement resolution service, as promoted by the London SEN Partnership. Parents are informed of these arrangements and advised how to contact the relevant organisation.

5. Provision for Pupils with SEN but without Statements which the City of London Corporation Expects to be Provided in School

Provision described below is that which CoLC has agreed will be provided at SJC, the only maintained school in the City.

CoLC will expect provision in the school to conform to that described in the revised Special Educational Needs Code of Practice 2001 (the Code), the key principles of which are as follows:

Every child with special educational needs should have their needs met
Children with special educational needs should be provided with a broad, balanced and relevant education
The views of the child and parents/carers should be sought and taken into account.

Procedures in the school should conform to the Code:

Individual Education Plans (IEPs)* should focus only on what is additional to and different from the rest of the curriculum. There should be a three-stage plan of action, which includes two in-school stages:
	School/Early Years Action School/Early Years Action Plus Provision by the City Corporation

6. School/Early Years Action

The initial stage of concern about a pupil's progress, as described in the Code.

The pupil's main teacher should

discuss the SENCOs involvement with the pupil's parents and provide the SENCO with as much information as possible about the problem. This should include records and or IEP*s from the Early Years setting, if appropriate, or records of the pupil's progress in the National Literacy and National Numeracy Strategies.
liaise with the pupil's parents, the SENCO and the pupil to plan and implement the IEP*. The pupil should be actively involved in discussions about the IEP*, and be encouraged to share in the recording and monitoring of their progress
make sure that the IEP* focuses on a maximum of three or four targets and records only strategies that are additional to or different from the normal differentiated curriculum.
review the IEP* and the pupil's progress at least twice a year, but preferably once a term. together with the pupil, the parents and the SENCO

The SENCO should

make sure that the pupil's parents are aware of the local authority's Parent Partnership Service, currently bought in from Tower Hamlets
collate all relevant records about the pupil, including National Curriculum performance records, standardised test results and any new relevant information from the parents
liaise with external agents that may already be involved with the pupil, and collect any relevant information from them
liaise with the CoLC Educational Psychologist, making sure that s/he gives appropriate advice and support to both parents and colleagues
decide with the pupil's main teacher and the parents on the targets of the IEP* and the teaching strategies
arrange review meetings, at least twice a year, but preferably once a term

7. School/Early Years Action Plus

The stage where, if the pupil continues to have difficulties, professionals consider it necessary to involve additional specialists, as described in the Code.

The pupil's main teacher should

discuss the situation with the pupil's parents, the pupil and the SENCO at a review meeting arranged by the SENCO
collect any relevant information, such as the IEP*s, National Curriculum records, assessment results and other records of progress
plan a new IEP* with specialists, the SENCO, curriculum coordinators, the parents and the pupil, agreeing appropriate targets and teaching strategies
set the next review date making sure that the parents and all the involved professional are invited and involved

The SENCO should

make sure that the parents are still completely involved with and informed about their child's IEP*
make sure that all relevant records and information are up to date and available for the external specialist to use. This information should include what further advice has been sought and what support the pupil is receiving while waiting for specialist advice
liaise with the external specialists (including the Educational Psychologist) and make sure their advice and support are made available to both the teachers involved with the pupil and the pupil's parents
work with the specialist agents(s), the pupil's teaching team, and pupil's parents and the pupil to decide on the IEP*, the targets and the teaching strategies
arrange a review of the IEP*, at least once a year, but preferably once per term, and involve everybody who has been working with the pupil
ensure that the teaching team has access to appropriate training and advice in order that the needs of the child can be met.

*Individual Education Plans will not be required as the school takes on a Personalised Learning Approach to include planning and target setting for teaching and learning for all children at an individual level.

8. Provision by the City of London Corporation

CoLC will make the following elements of provision in certain cases for pupils with Special Educational Needs, as set out below:

Advice and support from a Consultant Educational Psychologist, who makes assessments of children's needs where appropriate.
Services contracted from neighbouring Local Authorities or other providers, where necessary and appropriate to meet the needs of young people with Special Educational Needs, Such services include peripatetic teaching services such as peripatetic teachers of the hearing impaired, visually impaired and physically disabled.
In exceptional cases, where appropriate, in school provision will be enhanced for children at School Action Plus, where such support for a short term, carefully monitored, will meet needs and prevent more severe Special Educational Needs developing.

9. Summary of Provision for Pupils with SEN at School/Early Years Action and School/Early Years Action Plus

Provision for pupils at School/Early Years Action and School/Early Years Action Plus] at Sir John Cass Foundation Primary School is summarised in the following tables.

SEN STAGE	KEY STAGE
Communication and interaction	Key Stage 1	Key Stage 2
School/Early Years Action	Parents meeting /home visit /using interpreter as appropriate SENCO advice IEP* targets L1 SEN assessment Additional small group work LSA - targeted small group & 1-1 Hearing Assessment (health) Family Literacy Programme SENCO targeted small group & 1-1	Parents meeting /home visit /using interpreter as appropriate SENCO advice IEP* targets L1 SEN assessment Additional small group work LSA - targeted small group & 1-1 Hearing Assessment (health) Family Literacy Programme SENCO targeted small group & 1-1
School/Early Years Action Plus]	Parents meeting /home visit /using interpreter as appropriate Highlighting meeting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP/SALT/OT LSA - targeted small group & 1-1 Family Literacy Programme SENCO targeted small group & 1-1 Specialist teacher assessment and teaching Health assessment e.g. DWC /CDT & advice	Parents meeting /home visit /using interpreter as appropriate Highlighting meeting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP/SALT/OT LSA - targeted small group & 1-1 Family Literacy Programme SENCO targeted small group & 1-1 Specialist teacher assessment and teaching Health assessment e.g. DWC /CDT & advice

SEN STAGE	KEY STAGE
Cognition and Learning	Key Stage 1	Key Stage 2
School/Early Years Action	Parents meeting /home visit /using interpreter as appropriate SENCO advice IEP* targets L1 SEN assessment Additional small group work LSA - targeted small group & 1-1 Family Literacy Programme Family Numeracy Programme SENCO targeted small group & 1-1 Structured small group interventions in literacy & numeracy under guidance of SENCO	Parents meeting /home visit /using interpreter as appropriate SENCO advice IEP* targets L1 SEN assessment Additional small group work LSA - targeted small group & 1-1 Family Literacy Programme Family Numeracy Programme SENCO targeted small group & 1-1 Structured small group interventions in literacy & numeracy under guidance of SENCO
School/Early Years Action Plus]	Parents meeting /home visit /using interpreter as appropriate Highlighting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP/SALT/OT LSA - targeted small group & 1-1 Family Literacy Programme SENCO targeted small group & 1-1 Specialist teacher assessment and teaching Structured small group interventions in literacy & numeracy under guidance of SENCO	Parents meeting /home visit /using interpreter as appropriate Highlighting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP/SALT/OT LSA - targeted small group & 1-1 Family Literacy Programme SENCO targeted small group & 1-1 Specialist teacher assessment and teaching Structured small group interventions in literacy & numeracy under guidance of SENCO

SEN STAGE	KEY STAGE
Behavioural, Emotional and Social Development	Key Stage 1	Key Stage 2
School/Early Years Action	Parents meeting /home visit /using interpreter as appropriate SENCO advice IEP* targets Additional small group work LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Behaviour Assessment & Programme Small Circle time group Circle of Friends Targeted support from Home-School Liaison Officer	Parents meeting /home visit /using interpreter as appropriate SENCO advice IEP* targets Additional small group work LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Behaviour Assessment & Programme Small Circle time group Circle of Friends Targeted support from Home-School Liaison Officer
School/Early Years Action Plus]	Parents meeting /home visit /using interpreter as appropriate Highlighting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Behaviour assessment & programmes Specialist behaviour teacher assessment and advice Targeted support from Home-School Liaison Officer Assessment & advice from CAMHS Counselling	Parents meeting /home visit /using interpreter as appropriate Highlighting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Behaviour assessment & programmes Specialist behaviour teacher assessment and advice Targeted support from Home-School Liaison Officer Assessment & advice from CAMHS Counselling

SEN STAGE	KEY STAGE
Sensory and/or Physical	Key Stage 1	Key Stage 2
School/Early Years Action	Parents meeting /home visit /using interpreter as appropriate Highlighting meeting SENCO advice IEP* targets Additional small group work LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Small adaptations to school environment School nurse assessment (PCT)	Parents meeting /home visit /using interpreter as appropriate Highlighting meeting SENCO advice IEP* targets Additional small group work LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Small adaptations to school environment School nurse assessment (PCT)
School/Early Years Action Plus]	Parents meeting /home visit /using interpreter as appropriate Highlighting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP/OT LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Specialist teacher assessment and teaching (LA provided) Further adaptations to school environment Low-Tech specialist equipment Access to Multi-sensory room	Parents meeting /home visit /using interpreter as appropriate Highlighting SENCO advice IEP* targets Assessment advice from external agency -e.g. EP/OT LSA - targeted small group & 1-1 SENCO targeted small group & 1-1 Specialist teacher assessment and teaching (LA provided) Further adaptations to school environment Low-Tech specialist equipment Access to Multi-sensory room

10. Learning Difficulties and Disabilities Element of 14-19s Training Provision

The right provision for each Young Person with Learning Difficulties and Disabilities should be sought, so that they continue in appropriate education.

Youngsters with Statements of SEN stay at their secondary school until year 11 or year 13 receiving the support detailed on their Statement.

Youngsters who leave school at either year 11 or Year 13 go to College with their needs assessed by a Section 140 assessment by a Connexions worker prior to leaving school.

11. Explanatory notes

Highlighting meeting	Needs, provision and strategies for children on School/Early Years Action and School/Early Years Action Plus are discussed at twice yearly highlighting meetings at the School with the head teacher, SENCO, Consultant EP and a representative of Children's Social Care. These meetings provide useful forums to monitor the effective and efficient use of the School's SEN budget and to identify areas of concern. Targets for each child are set at a meeting around the time of the highlighting meeting.
L1 Assessment	For bilingual pupils, an assessment of first language skills may indicate whether difficulties are in both languages or in the second language only.
LSA	Learning Support Assistant
SALT	Speech and Language Therapy
OT	Occupational Therapy
MAKATON	A signing system to support early language development for some pupils with language development delay
DWC	Donald Winnicott Centre
CDT	Child Development Team
CAMHS	Child and Adolescent Mental Health Services
Circle Time	Small group work discussion on personal and social issues
Circle of Friends	Friendship support for individual pupils with SEN from other pupil volunteers

Appendix 1 - Letter to Parents Proposing Statutory Assessment

Dear Parents' names

Child's name + date of birth

I am writing to you as it seems that there are some concerns about Child's name's education. As you know we are considering whether special arrangements are needed.

This letter is to let you know two things. One is that I plan to arrange for an assessment of Child's name's educational needs. This will be carried out under the terms of section 323 of the Education Act, 1996 as amended by Education Regulations 2001. The other is to make sure you know how you can be involved, because we will do our best to carry out the assessment in partnership with you. You know your child better than anybody else, and we want your knowledge to form an important part of the assessment process.

I need to know whether you agree or disagree with the suggestion that an assessment should be made. You can do this by completing the attached form and return in the envelope provided. I have also included a form for you to send us any written comments and advice. If there are professionals whose advice you particularly wish me to seek please let me know, giving their names and addresses.

As part of the assessment process, in addition to Educational Psychologist advice, I am obliged to seek the views of the Health Authority and Social Services who may or may not have advice to contribute.

You have 29 days to reply but the sooner I hear from you the sooner I can decide whether to go ahead with the assessment.

The enclosed booklet tells you what arrangements are made for the assessment. If you would like more information, please contact me as the named officer, at this office. You can write or telephone to arrange a meeting with me.

If you would like further help or information about local or national organisations that could help you consider what you feel about your child's needs you may wish to get advice or support from the local parent partnership service. They can be contacted at the Parents Advice Centre, Harford Street E1 telephone number 020 7364 6472 .

I enclose a prepaid envelope for you to return your reply.

I hope you will feel this assessment will be helpful to Child's name and I look forward to hearing from you.

Yours sincerely

Appendix 2 - Letter to Parents with Proposed SEN Statement

Dear Parents name

Child's name + date of birth

I am pleased to enclose a copy of Child's name's proposed statement of special educational needs. We have attached to it copies of all the advice we were given during Child's name's assessment for the statement.

If you want to meet us to talk about the statement you need to tell us within 15 days of receiving this letter. This is not the final statement. You can ask for changes to be made to it. The rest of this letter tells you how you can do this.

As you will see the statement is in six parts:-

Part 1 Introduction

Part 2 Special Educational Needs

Part 3 Special Educational Provision, including objectives and monitoring arrangements

Part 4 Placement

Part 5 Non-educational Needs

Part 6 Non-educational provision

We have left part 4 blank so that you can tell us where you think Child's name should be educated. You do not have to name a different school from your child's present school if you do not want to. If you want to, you can tell us which maintained (Local Education Authority) school, including a LA-maintained special school, you would like Child's name to go to and tell us the reasons.

To help you decide, a list of all the maintained secondary schools in the area is attached.

If you suggest the name of a maintained school, including a maintained special school, we must name the school in part 4 of the statement unless-:

the school is unsuitable to Child's name's age, ability or aptitude or to his special educational needs, or
the attendance of Child's name at the school would be incompatible with the provision of efficient education for the children with whom s/he would be educated or the efficient use of resources.

If you think that Child's name should attend a non-maintained special school or an independent school you can suggest the name of a school and tell us why you think that school should be named in Child's name's statement. A list of non-maintained special schools and independent schools approved by the Secretary of State is available on request to help you.

If you want to tell us the name of a school you want Child's name to go to you must do so within 15 days of getting this letter. However, if you attend a meeting with us to discuss this statement after getting this letter you will have another 15 days from that meeting to suggest a school. You can also tell us if you disagree with what the statement says. If you do disagree with the statement you must also tell us within 15 days of getting this letter, or 15 days from when you meet us to talk about the statement. If you still disagree with the statement, or any of the advice given during the assessment after you meet us, you can ask us for another meeting to discuss the advice you disagree with but you must ask us within 15 days of the first meeting. We will arrange for the person who gave the advice, or someone else they suggest, to attend this new meeting. We can arrange more than one meeting if necessary, if you disagree with more than one part of the advice.

Once all these stages are finished we will send you a final statement that will have part 4 completed.

If you have any concerns or questions about this process, or disagree with any part of the statement you may wish to get advice or support from the local parent partnership service. The City of London Corporation has an arrangement whereby parents can obtain advice and support from the Tower Hamlets Parents Advice Centre, The SEN Centre, Harford Street, London E1 4PY telephone 020 7702 8316 or 020 7364 6489

We can also put you in touch with the informal arrangements set up to help resolve or prevent any disagreements between you and the authority. Using either of these services does not prevent you from appealing to the Special Educational Needs Tribunal about Parts 2, 3 or 4 of the Statement at the same time; your rights are not affected and an appeal to the Tribunal can run at the same time as any disagreement resolution. However using these services does not increase the time you have to make an appeal.

When you receive the final statement, if you disagree with parts 2, 3 or 4 you can appeal to the Special Educational Needs Tribunal. The Tribunal can hold a hearing to decide what should be in these parts of Child's name's statement. You have to appeal to the Tribunal within two months of getting the final statement.

The address of the Tribunal is SENDIST, 2nd Floor Old Hall, Mowden Hall, Staindrop Road DL3 9BG. The telephone number of the Tribunal is 0870 241 2555. You can obtain a claim form from them.

If you have any questions, now or at any time, about this process or about the statement itself, Consultant Educational Psychologist's name can be contacted on number or I can be contacted at the address and telephone number at the head of this letter.

Please do not hesitate to get in touch.