Statements of special educational needs
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When referring a pupil for statutory assessment, written information should be submitted by the head teacher or special educational needs co-ordinator ( SENCO) which gives the reasons for the request and includes the following evidence:
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the views of the pupil and his or her parents
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the school's own assessment of the child’s progress over time, including records of action taken by the school under School Action and School Action Plus of the Code of Practice including IEPs and the outcomes of reviews
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copies of any advice provided by health and social services
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any reports from specialists from outside the school such as educational psychologists, advisory teachers and therapists
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details of any involvement of the education welfare service or social services or of other professional
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details of the extent to which the school has followed advice from outside agencies
Statutory assessment will not always lead to a statement. An LEA will normally decide to make a statement only when it concludes that the special educational provision necessary to meet the pupil’s needs cannot reasonably be provided within the resources available to the school.
A statement specifies the special educational provision the pupil should have and the type of school the child should attend. LEAs have a duty to arrange the provision specified and the governing body of a maintained school specified in the statement has a duty to admit the pupil if it is named in the statement.
Annual Reviews
Head teachers have a full part to play in the review of statements, which must be carried out at least every 12 months (the annual review) to check the pupil’s progress and the statement’s continuing relevance. The head teacher must seek advice from interested parties, arrange the annual review meeting and submit a subsequent report on the meeting to the LEA and to everyone concerned in the review. The view of the young person should be sought and they should be invited to the annual review meeting.
The annual review should aim to:
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assess the pupil's progress towards meeting the objectives specified in the statement and to collate and record information to help in planning support for the pupil
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assess the pupil's progress towards meeting the targets set the previous
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review the special provision made for the pupil, including the appropriateness of any special equipment provided
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consider the continuing appropriateness of the statement in the light of the pupil's performance during the previous year, and any additional special educational needs which may have become apparent in that time, and thus to consider whether to cease to maintain the statement or whether to make any amendments
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set new targets for the coming year, if the statement is to be maintained.
Transition planning
The annual review in Year 9 and subsequent reviews until the young person leaves school must include the drawing up and review of a Transition Plan. All 13-19 year olds have a Connexions Service Personal Adviser. The Connexions PA must be invited by the head teacher to the annual review meeting in Year 9 and they must attend. They should also attend subsequent reviews where appropriate.
This Year 9 annual review should also involve agencies (such as health and social services) who will play a major role during the young person’s post-school years.
Chapter 9 of the Code of Practice provides further information about the annual review process, including transition planning.
Main text
Legislation
Key documents
Best practice
Further information
