1
Guidance on School Action,
School Action Plus,
Statutory Action
and Access to SEN Support Services
with Reference to the 2001 SEN
Code of Practice
2
CONTENTS
INTRODUCTION page 3
School Action page 3
School Action Plus page 3
Statutory Assessment of Special Educational Needs page 4
Adequate Progress page 4
School Record Keeping for Pupils at School Action and School Action Plus page 5
Further guidance page 5
Cognition and Learning
General Learning Difficulties: School Action Guidance page 6
School Action Plus Guidance page 7
Statutory Action Guidance page 8
Specific Learning Difficulties: School Action Guidance page 9
School Action Plus Guidance page 10
Statutory Action Guidance page 11
Behaviour, Emotional and School Action Guidance page 12
Social Development School Action Plus Guidance page 13
Statutory Action Guidance page 14
Communication and Interaction
Speech and Language Difficulties: School Action Guidance page 15
School Action Plus Guidance page 16
Statutory Action Guidance page 17
Autistic Spectrum Disorders: School Action Guidance page 18
School Action Plus Guidance page 19
Statutory Action Guidance page 20
Sensory and/or Physical Needs
Physical Difficulties/Medical School Action Guidance page 21
Conditions: School Action Plus Guidance page 22
Statutory Action Guidance page 23
Hearing Impairment: School Action Guidance page 24
School Action Plus Guidance pages 25/26
Statutory Action Guidance page 27
Visual Impairment: School Action Guidance page 28
School Action Plus Guidance page 29
Statutory Action Guidance page 30
The SEN Support Services – Access Arrangements page 31
3
INTRODUCTION
An Inclusive Curriculum
All schools provide increased curriculum differentiation, adaptations to the curriculum,
pastoral and behaviour support procedures according to individual pupils’ strengths and
weaknesses. These arrangements may apply to all children at some time in their school
life and are not provision for special educational needs.
Guidance to teachers is provided in the National Curriculum Inclusion Statement on
providing effective learning opportunities for all pupils. This guidance outlines how
teachers can modify the National Curriculum programmes of study to provide relevant and
challenging work at each key stage. It sets out three principles that are essential to
developing a more inclusive curriculum:
A. Setting suitable learning challenges
B. Responding to pupils’ diverse needs
C. Overcoming potential barriers to learning and assessment for individuals and
groups of pupils.
There is therefore wide scope for differentiation of the curriculum and ways of delivering it.
It is only when interventions are required which are additional to or different from the
differentiated curriculum provision for all pupils, that help at School Action or School
Action Plus is required.
School Action
School Action is an intervention process carried out within school to enable curriculum
access and improve individual pupil progress. It can be triggered by:
♦ little progress despite targeted teaching
♦ difficulty in core areas affecting other areas
♦ persistent emotional, behavioural difficulties
♦ sensory/physical problems where there is limited progress, despite specialist
equipment
♦ continuing communication problems.
School Action Plus
School Action Plus is characterised by the school engaging with relevant external services
in more detailed planning and design of interventions for individual pupils whose progress
has continued to be limited despite carefully planned interventions at School Action or
whose needs require regular input and advice from external services. Funding for
provision at School Action Plus is from the delegated school budget.
4
Statutory Assessment of Special Educational Needs
The overwhelming majority of pupils’ special educational needs should be able to met
through School Action and School Action Plus. This is reflected in changes to the County
Council’s funding arrangements for SEN and enables a more rapid response to meeting
needs with resources available in school budgets for early intervention.
Statutory assessment is appropriate only for pupils with long term needs arising from a
major difficulty or disability in one or more of the following four areas of need:
•
•
•
•
cognition and learning
communication and interaction
behaviour, emotional and social development
sensory and/or physical.
A School Request for Statutory Assessment Form outlines the type of data that the County
Council requires from schools to be able to consider a request for statutory assessment
and reach a relatively rapid decision. Consideration of statutory assessment will only be
made if the County Council considers that the pupil has not made adequate progress
through school-based interventions at School Action and School Action Plus and that the
school could not reasonably be expected to make even more specialised arrangements to
meet the pupil’s special educational needs with further funding from its delegated SEN
budget.
Adequate Progress
Whatever the level of pupils’ difficulties, the key test of how far their learning needs are
being met is whether they are making adequate progress.
Adequate progress can be defined in a number of ways. It might, for instance, be
progress which:
• closes the attainment gap between the pupil and the pupil’s peers;
• prevents the attainment gap growing wider;
• is similar to that of peers starting from the same attainment base-line, but less than that
of the majority of other children of the same age;
• matches or betters the pupil’s previous rate of progress;
• ensures access to the full curriculum;
• is likely to lead to accreditation and to participation in further education, training and/or
employment;
• is likely to lead to usable levels of skills;
• is satisfactory to pupil and parents.
5
Different definitions of adequate progress will be appropriate in different cases. There is,
for instance, no expectation that all pupils will close the gap in attainment between
themselves and their peers. However, pupils and their parents are entitled to expect that,
while the ‘appropriate’ definition that is arrived at is realistic, it is also one that is ambitious.
School Record Keeping for Pupils at School Action and School Action Plus
The school’s SENCo has responsibility for ensuring that records are properly kept and
available on pupils at School Action and School Action Plus. All requests for statutory
assessment should follow the agreed format. There is an expectation that all attached
records detailing interventions and reviews at School Action and School Action Plus will be
sufficiently comprehensive for the County Council to come to an informed judgement on
the merits of the request.
School records should include the following:
a list of pupils receiving additional action at School Action, School Action Plus and
Statutory Assessment
IEPs for each pupil
review reports for each pupil
copies of reports/advice from external professionals/agencies.
The matrices for matching action to levels of special educational needs
The matrices in the following pages present the type of activity that may be carried out by
a school in response to differing levels of children’s special educational needs. The
matrices cover a number of different types of difficulty or disability, grouped under the four
areas of need.
Further Guidance
Further guidance is available within Section 6 of the DfES SEN Toolkit, “Strands of Action
to Meet SEN” and Section 5, “Managing Individual Education Plans”. Two guidance
documents have also been issued by the Education Advisory Service on school SEN
policies and on individual education plans (including exemplars).
6
School Action Guidance
Cognition and Learning: General Learning Difficulties
Level and
Description
of Difficulty
Low general attainment levels and difficulty in acquiring basic skills of literacy and numeracy. There may also be immature social and emotional
development. Pupils are likely to be attaining well below the National Curriculum levels within which most children are expected to work (eg Level 1 at
end of KS1, below Level 3 at end of KS2, below Level 4 at end of KS3) and levels below the early learning goals in the National Baseline Assessment
(Foundation Stage Profile).
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Assessment in KS1 will utilise early
years records, baseline assessment
or QCA assessment baselines.
Strengths and weaknesses will be
analysed using curriculum-related
assessment, criterion-referenced
assessment and may be
supplemented by standardised tests
and/or diagnostic tests (eg Building
Bridges in the Early Years; School
Based Assessment for Pupils with
SEN at Key Stages 1, 2 and 3).
IEPs will be set using “SMART”
targets [some may be shared with
other pupils in a Group Education
Plan (GEP)].
There will be systematic monitoring
of pupil progress in terms of the
effectiveness of interventions arising
from the IEP.
Regular reviews should be clearly
documented and held ideally on a
termly basis and at least twice per
year. Parents/carers and pupil
should be involved. Review should
focus on pupil progress,
effectiveness of strategies, new
information or factors and the setting
of new targets.
Grouping arrangements or additional
support in the classroom are used
flexibly to promote independent
learning.
Additional support or special grouping
over and above ALS/ELS etc may be
required in the literacy/numeracy hour.
Out-of-hours provision may also be
provided, where appropriate (eg lunch
time or after-school school clubs
where specialist help is available).
Access to National Curriculum/Foundation
Stage with suitable differentiation of the
rates and methods of delivery.
Specific reinforcement or skilldevelopment
activities in support of IEP
targets may be required. Consideration
should be given to the use of specialist
software, targeted time limited
interventions, different learning materials
or special equipment.
Pupil and parent/carer involvement in the
teaching programme will be clearly
defined.
Class or subject teachers are
responsible for working with the pupil
on a daily basis, planning and
overseeing the delivery of the
individualised or group programme.
There may be some additional TA or
teacher time.
The SENCo facilitates assessment,
planning and monitoring.
Specialist teachers or educational
psychologist may provide some
occasional advice on strategies,
equipment or staff training.
7
School Action Plus Guidance
Cognition and Learning: General Learning Difficulties
Level and
Description
of Difficulty
Interventions at School Action have resulted in inadequate progress – eg achievements remain significantly below that of peers starting from a similar
attainment baseline.
Continuing low general attainment levels and difficulty in acquiring basic literacy/numeracy skills which may affect other areas of learning. There may
also be continuing immaturity in social and emotional development. Attainment for pupils at the lowest end of School Action Plus will be well below
the National Curriculum levels within which most children are expected to work (eg P6 to Level 1 at end of KS1, Level 1 at end of KS2, Level 2 at end
of KS3).
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Assessment will focus on the
reasons for slow progress: how the
pupil is learning; more in-depth
analysis of strengths/weaknesses;
progress in relation to time, peers
starting from similar level, and to age
expectations.
Other factors in the child’s family or
environment may also need to be
considered as part of the assessment
process.
IEPs will include very carefully
considered targets, delivery methods
and evaluation techniques.
Consultation and advice from
external agencies (eg: LSAT, EP,
SALT, BST) incorporated into the
IEP.
IEP regularly reviewed and clearly
recorded with pupil and parent/carer
involvement.
There will be access to considerable
small group/in-class, TA/teacher
support.
Out-of-hours provision may also be
provided, where appropriate (eg lunch
time or after-school school clubs
where specialist help is available).
Some pupils may benefit from access
to a learning support base for
considerable parts of the day, if this is
part of the school’s internal
organisation for some SEN pupils.
Some pupils will be able to access the
National Curriculum/Foundation Stage
with suitable differentiation and
teacher/TA support.
Others may need very considerable
differentiation with opportunities for
overlearning outside of ordinary class
groupings.
Additional and different activities may be
required, including a variety of practical
materials and equipment to support
pupils’ learning.
Additional access to ICT and specialist
equipment and materials may be
necessary to aid outcomes specified in
the IEP.
External support service(s) advise on
the implementation of the IEP and/or
are involved in direct work with the
pupil on a regular basis.
Multi-agency support may be essential
due to overlap of educational, social or
health needs.
Class/subject teachers are responsible
for planning and overseeing the
delivery of the IEP in conjunction with
the SENCo.
Additional TA/teacher time with advice/
support from SENCo.
Enhanced pastoral staff availability for
some pupils.
Additional break/lunch time supervision
for some pupils.
8
Statutory Action Guidance
Cognition and Learning: General Learning Difficulties
Level and
Description
of Difficulty
Despite support and intervention at School Action Plus the pupil requires specialist resourcing to continue to access the full National Curriculum and
current levels of attainment are unlikely to lead to usable levels of skills which will enable participation in FE/training/employment.
The pupil will display a combination of the following features:Extremely
low general attainment levels. Very considerable limitations in social skills or self help skills. Attainment levels are significantly below agerelated
expectations in National Curriculum subjects [eg End of Key Stage results may be: KS1: NC Level W (P1 – P5). KS2: NC Level W/1 (P1 –
1C). KS3: NC Level 2 (P1 – NC2)]
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes identification, assessment
and planning with a multi-professional focus and
issues a statement of SEN where appropriate.
The statement or note in lieu specifies longerterm
goals and plans for provision. The IEP is
drawn up from the long term goals in the
statement/note-in-lieu, and should be reviewed
ideally termly or more frequently but not less
than twice per year.
Parents/carers are involved in long and shortterm
reviews and planning.
The statement is reviewed annually with those
involved in meeting the needs of the pupil
contributing to the Annual Review. A decision is
made at each Annual Review as to whether the
pupil continues to require a statement of SEN or
whether needs can be met at School
Action/Action Plus.
The LA monitors outcomes of the Annual
Review. There is a Transition Plan at 14+ which
includes multi-agency planning to co-ordinate
specialist input and plan for adult life.
The pupil has access to
considerable additional targeted
teaching in small groups or
individually for significant parts of
each day.
The extent of additional and
different organisation required is in
excess of what would normally be
expected of a mainstream school.
For a few pupils, the extent of
changes deemed necessary in the
organisation and structures of a
mainstream school may result in a
more specialist provision.
Curriculum access through the
usual mainstream groupings may
not be appropriate. Extensive
individualised programmes will be
required with long-term adaptation
of the curriculum based on QCA
curriculum guidelines for pupils
attaining levels significantly below
age related expectation (P Levels).
This may involve the use of
specialist teaching and
communication techniques,
supported by appropriate
equipment and materials.
Where the LA maintains a statement
of SEN, LA officers monitor this via
Annual Review documentation in
partnership with parents/carers and
relevant specialist agencies.
Teachers/TAs with additional
qualifications and/or experience of
pupils with very significant general
learning difficulties are likely to be
involved in providing for the pupil.
Multi-agency direct involvement is
also likely for many such pupils with
substantial support from appropriate
visiting specialists.
9
School Action Guidance
Cognition and Learning: Specific Learning Difficulties
Level and
Description
of Difficulty
Performance in most areas of the curriculum is within the range likely to be achieved by the majority of pupils. Performance in one or two specific
areas of the curriculum is likely to be towards the lower end of the expected range. Attainment in some underlying skills is binning to limit effective
progress in some curriculum areas.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Strengths and weaknesses will be
analysed using curriculum-related
assessment, criterion-referenced
assessment and may be supplemented
by standardised tests and/or diagnostic
tests (eg Building Bridges in the Early
Years; School Based Assessment for
Pupils with SEN at Key Stages 1, 2 and
3).
IEPs will be set using “SMART” targets
[some may be shared with other pupils in
a Group Education Plan (GEP)].
There will be systematic monitoring of
pupil progress in terms of the
effectiveness of interventions arising from
the IEP.
Regular reviews should be clearly
documented and held ideally on a termly
basis and at least twice per year.
Parents/carers and pupil should be
involved. Review should focus on pupil
progress, effectiveness of strategies, new
information or factors and the setting of
new targets.
Grouping arrangements or
additional support in the classroom
are used flexibly to promote
independent learning.
Additional support or special
grouping over and above ALS/ELS
etc may be required in the
literacy/numeracy hour.
Out-of-hours provision may also be
provided, where appropriate (eg
lunch time or after-school school
clubs where specialist help is
available).
Access to National
Curriculum/Foundation Stage with
suitable differentiation of the methods
of delivery.
IEP targets focus on further
development of deficit areas of
underlying skills. Specific
reinforcement or skill-development
activities in support of IEP targets may
be required.
Multi-sensory techniques and
opportunities for “overlearning” may be
appropriate.
Consideration should be given to the
use of ICT and specialist software for
the teaching of SpLD, targeted time
limited interventions, different learning
materials or special equipment.
Pupil and parent/carer involvement in
the teaching programme will be clearly
defined.
Class or subject teachers are
responsible for working with the pupil on
a daily basis, planning and overseeing
the delivery of individualised or group
programmes. There may be some
additional TA or teacher time.
The SENCo facilitates assessment,
planning and monitoring.
Specialist teachers or educational
psychologist may provide some
occasional advice on strategies,
equipment or staff training.
10
School Action Plus Guidance
Cognition and Learning: Specific Learning Difficulties
Level and
Description
of Difficulty
Interventions at School Action have resulted in inadequate progress – eg achievements remain significantly below that of peers starting from a similar
attainment baseline. Continuing significant difficulties in underlying skills are causing problems in accessing other areas of the curriculum despite the
carefully planned interventions. Very marked differences between attainment levels in different areas of the curriculum. There may also be
indications of frustration and low self-esteem. There are likely to be additional factors affecting progress eg in areas of speech and language/motor
organisation.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Assessment will focus on the reasons for
slow progress: how the pupil is learning,
more in-depth analysis of
strengths/weaknesses, progress in
relation to time, peers starting from
similar level, and to age expectations.
Other factors in the child’s family or
environment may also need to be
considered as part of the assessment
process.
IEPs will include very carefully considered
targets, delivery methods and evaluation
techniques.
Consultation and advice from external
agencies (eg: LSAT, EP, SALT, BST)
incorporated into the IEP.
IEP regularly reviewed with pupil and
parent/carer involvement.
There will be access to
considerable small group/in-class,
TA/teacher support.
Out-of-hours provision may also be
provided, where appropriate (eg
lunch time or after-school school
clubs where specialist help is
available).
Special examination arrangements
may be required.
Some pupils will be able to access the
National Curriculum/ with additional
skills training, suitable differentiation
and teacher/TA support.
Others may need to use alternative
methods of accessing the curriculum
(eg using a word processor for
recording).
Additional and different activities may
be required, such as multi-sensory
techniques and opportunities for
“overlearning”.
Additional access to ICT, specialist
software for the teaching of SpLD and
other specialist equipment and
materials may be necessary to aid
outcomes specified in the IEP.
External support service(s) advise on
the implementation of the IEP and/or are
involved in direct work with the pupil on
a regular basis.
Multi-agency support may be essential
due to overlap of educational and health
needs (eg occupational therapy
support).
Class/subject teachers are responsible
for planning and overseeing the delivery
of the IEP in conjunction with the
SENCo.
Substantial additional TA/teacher time
with advice/ support from SENCo.
Enhanced pastoral staff availability for
some pupils.
11
Statutory Action Guidance
Cognition and Learning: Specific Learning Difficulties
Level and
Description
of Difficulty
Despite support and intervention at School Action Plus, the pupil requires more specialist resourcing to continue to access the full curriculum and
current levels of attainment are unlikely to lead to levels of skills which will enable appropriate participation in Further/Higher Ed./training/employment.
Extreme differences of 3 or more levels between and/or within National Curriculum attainments in core/foundation subject areas. Extreme difficulties
in accessing the curriculum through written materials or through written recording despite the use of a range of alternative methods of access.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes identification,
assessment and planning with a multiprofessional
focus and issues a statement of
SEN where appropriate.
The statement or note-in-lieu specifies
longer-term goals and plans for provision.
The IEP is drawn up from the long-term
goals in the statement/note-in-lieu, and
should be reviewed ideally termly or more
frequently but not less than twice per year.
Parents/carers are involved in long and
short-term reviews and planning.
The statement is reviewed annually with
those involved in meeting the needs of the
pupil contributing to the Annual Review. A
decision is made at each Annual Review as
to whether the pupil continues to require a
statement of SEN or whether needs can be
met at School Action/Action Plus.
The LA monitors outcomes of the Annual
Review. There is a Transition Plan at 14+ to
plan for further/higher education.
The pupil has access to
considerable additional targeted
teaching in small groups or
individually, for significant parts of
each day.
The extent of additional and
different organisation required is
in excess of what would normally
be expected of a mainstream
school.
For a few pupils, the extent of
changes deemed necessary in
the organisation and structures of
a mainstream school may result in
a more specialist provision.
Special examination
arrangements will be required.
Curriculum access through the usual
mainstream groupings may not be
appropriate for most areas of the
academic curriculum. Extensive
individualised programmes will be
required with adaptations for specific
skills development and/or ensuring
access to the curriculum.
Additional and different activities will
be required, such as multi-sensory
techniques and considerable
opportunities for “overlearning”.
Additional access to ICT, specialist
software for the teaching of SpLD
and other specialist equipment and
materials will be necessary to aid
outcomes specified in the IEP.
Where the LA maintains a statement of
SEN, LA officers monitor this via Annual
Review documentation in partnership
with parents/carers and relevant
specialist agencies.
Teachers/TAs with additional
qualifications and/or experience of
pupils with very significant specific
learning difficulties are likely to be
involved in providing for the pupil.
Ongoing advice from external specialists
will be provided as specified in the
statement of SEN.
12
School Action Guidance
Behaviour, Emotional and Social Development
Level and
Description
of Difficulty
The pupil presents persistent emotional or behavioural difficulties that have not been addressed by differentiated learning opportunities or by the
behaviour management techniques usually employed in the school.
The difficulties may include: distractibility which disrupts the teaching and learning process; failure to make progress anticipated across many areas of
the curriculum accompanied by signs of frustration, disillusionment, mood swings, non-co-operation or non-attendance. There may be emerging
problems with peer group relationships which affect classroom dynamics and require teacher intervention.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The pupil’s strengths and weaknesses in
emotional and behavioural development may
be analysed using behavioural checklists
such as the QCA EBD Scales (QCA 2001).
Baseline recording of particularly difficult or
significant behaviours should be made in
order to inform interventions and evaluation.
IEPs will be set using “SMART” behavioural
targets [some may be shared with other
pupils in a Group Education Plan (GEP)
where there are pupils with similar
presenting behavioural problems in a class].
There will be systematic monitoring of pupil
progress in terms of the effectiveness of
interventions arising from the IEP.
Regular reviews will be clearly documented
and held ideally on a half-termly basis.
Parents/carers and pupil should be involved.
Review will focus on behavioural progress,
and the setting of new targets.
Grouping arrangements or
additional support in the
classroom are used flexibly to
promote behavioural progress.
School-based individual or group
counselling or pastoral support
sessions may be of benefit.
IEP behavioural targets focus on
development of appropriate
behaviours and elimination or
reduction in inappropriate
behaviours. Specific rewards and
sanctions will need to be
incorporated.
Pupil and parent/carer involvement in
the behavioural programmes will be
clearly defined.
Access to National Curriculum with
suitable differentiation of the methods
of delivery to accord with the
presenting behavioural difficulties.
Class or subject teachers are
responsible for working with the pupil on
a daily basis, delivering the
individualised or group behavioural
programme. There may be some
additional TA time provided under the
guidance of the SENCo or pastoral
head.
The SENCo or pastoral head facilitates
assessment, planning and monitoring.
Specialist teachers or other
professionals may provide some
occasional advice on strategies,
equipment or staff training.
Parental/carer involvement in
programmes is particularly desirable.
13
School Action Plus Guidance
Behaviour, Emotional and Social Development
Level and
Description
of Difficulty
Despite carefully planned and executed interventions at School Action, the social, emotional and behavioural difficulties have not improved. External
professionals and other agencies have regular input, requiring careful co-ordination within the context of the school.
The increased difficulties may include: greater distractibility more severely disrupting the teaching and learning process; continuing failure to make
progress across many areas of the curriculum accompanied by signs of frustration, disillusionment, mood swings, non-co-operation or nonattendance
etc. There may be increasing problems with peer group relationships which affect classroom dynamics and require considerable teacher
intervention.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Further analysis of the pupil’s strengths and
weaknesses in social, emotional and behavioural
development on the QCA EBD Scales (QCA
2001) or other checklist indicates continuing or
widening problems.
Revised IEPs will be set following consultation
with appropriate external professionals.
There will be systematic monitoring of pupil
progress in terms of the effectiveness of the
revised interventions arising from the new IEP.
Regular documented reviews will be held ideally
on a half-termly basis. Parents/carers and pupil
should be involved in these reviews, there also
needs to be ongoing communication between all
parties.
Mainstream class or set with
access to individual or small group
tuition within the classroom and/or
periods of withdrawal.
In some cases the facility to attend
in-school behaviour centres may be
appropriate.
Shared placements with Pupil
Referral Units may also be
appropriate.
Individual counselling or therapeutic
support from external agencies (eg
Educational Psychologist, Outreach
Worker) may be appropriate.
Pupil will require a structured
behavioural management
programme in conjunction with
external agencies.
Pupil and parent/carer involvement in
the behavioural programme will be
clearly defined.
Continuing and developing
differentiation of curriculum will be
required.
There may need to be a restructured
individual timetable within the context
of an inclusive curriculum.
Alternative programmes of study at
KS4 should be provided where
appropriate.
Considerable additional TA or
teacher support time provided
under the guidance of the SENCo
or pastoral head.
The SENCo should lead on
assessment, planning and
evaluation in liaison with pastoral
staff.
Class/subject teachers are
responsible for delivering the IEP
in conjunction with the SENCo.
Specialist teachers and other
professionals will provide advice
and input.
School Pupil Support Worker or a
mentor may also have
involvement.
Parental/carer involvement in
programme development for
school and home is essential.
14
Statutory Action Guidance
Behaviour, Emotional and Social Development
Level and
Description
of Difficulty
There will be little measurable improvement recorded despite a carefully designed series of interventions involving outside agencies at School Action
Plus. The pupil is likely to have a significant identified medical or mental health condition which impacts upon behaviour and on individual
learning/learning environment.
There will be evidence of extreme, complex emotional and behavioural difficulties of considerable duration and frequency in a variety of school
situations, resulting in adverse consequences for pupil and severely affecting other pupils and adults in a detrimental way (eg unpredictable, bizarre,
obsessive, violent, dangerous or severely disruptive behaviour).
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes identification, assessment and
planning with a multi-professional focus and
issues a statement of SEN where appropriate.
The statement or note-in-lieu specifies longerterm
goals and plans for provision. The IEP is
drawn up from the long-term goals in the
statement/note-in-lieu, and should be reviewed
ideally termly or more frequently but not less than
twice per year.
Parents/carers are involved in long and shortterm
reviews and planning.
The statement is reviewed annually with those
involved in meeting the needs of the pupil
contributing to the Annual Review. A decision is
made at each Annual Review as to whether the
pupil continues to require a statement of SEN or
whether needs can be met at School
Action/Action Plus.
The LA monitors outcomes of the Annual Review.
There is a Transition Plan at 14+ which includes
multi-agency planning to co-ordinate specialist
input and plan for adult life.
The pupil has access to
considerable additional targeted
teaching in small groups or
individually for the greater part of
each day.
The extent of additional and
different organisation required is in
excess of what would normally be
expected of a mainstream school.
For some pupils, the extent of
changes deemed necessary in the
organisation and structures of a
mainstream school may result in a
more specialist provision.
Curriculum access through the usual
mainstream groupings may not be
appropriate for some areas of the
curriculum. Extensive individualised
programmes of study and behaviour
support will be required to access the
curriculum.
Additional and different activities will
be required to retain the pupil’s
application and interest in the
curriculum.
Alternative programmes of study at
KS4 should be provided where
appropriate.
Where the LA maintains a
statement of SEN, LA officers
monitor this via Annual Review
documentation in partnership with
parents/carers and relevant
specialist agencies.
The SENCo should lead on
assessment, planning and
evaluation in liaison with pastoral
staff and external specialists.
Teachers/TAs with additional
qualifications and/or experience of
pupils with very significant
emotional and behavioural
difficulties are likely to be involved
in providing for the pupil.
Multi-agency direct involvement is
also likely for many such pupils
with substantial support from
appropriate visiting specialists.
15
School Action Guidance
Communication and Interaction: Speech and Language Difficulties
Level and
Description
of Difficulty
Difficulties accessing and participating in speaking and listening activities, use of appropriate language or following instructions. These difficulties
may inhibit acceptance and social interaction with peers. Attainment may be appropriate in those areas not reliant on speaking and listening skills but
other areas of the curriculum reliant on language skills will be affected. This may be particularly evident in a limited acquisition of literacy skills.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Assessment will utilise early years records,
baseline assessment or QCA assessment
baselines.
Strengths and weaknesses will be analysed using
curriculum-related assessment, criterionreferenced
assessment and may be
supplemented by standardised tests and/or
diagnostic tests (eg Building Bridges in the Early
Years – expressive and receptive language
section).
IEPs will be set using “SMART” targets [some
may be shared with other pupils in a Group
Education Plan (GEP)].
There will be systematic monitoring of pupil
progress in terms of the effectiveness of
interventions arising from the IEP.
Regular documented reviews should be held
ideally on a termly basis and at least twice per
year. Parents/carers and pupil should be
involved. Review should focus on pupil progress,
effectiveness of strategies, new information or
factors and the setting of new targets.
Grouping arrangements or
additional support in the classroom
are used flexibly to promote
independent learning.
Additional support or special
grouping over and above ALS/ELS
may be required in the
literacy/numeracy hour.
Classroom setting/management
takes account of social
relationships.
Out-of-hours provision may also be
provided, where appropriate (eg
lunch time or after-school school
clubs where specialist help is
available).
Access to National
Curriculum/Foundation Stage with
suitable differentiation of the rates
and methods of delivery. Additional
explanations from teacher and
checks on comprehension may be
needed. May be a requirement for
prompts to ensure instructions are
understood.
Specific reinforcement or skilldevelopment
activities in support of
IEP targets may be required.
Consideration should be given to the
use of specialist software, different
learning materials or special
equipment.
Pupil and parent/carer involvement in
the teaching programme will be
clearly defined.
Class or subject teachers are
responsible for working with the
pupil on a daily basis, planning
and overseeing the delivery of the
individualised or group
programme.
Some additional TA support time
may be required. The SENCo
facilitates assessment, planning
and monitoring.
Specialist teachers, educational
psychologist or speech and
language therapist may provide
some occasional advice on
strategies, equipment or staff
training.
16
School Action Plus Guidance
Communication and Interaction: Speech and Language Difficulties
Level and
Description
of Difficulty
Despite having received an individualised programme and concentrated support under School Action the pupil has continuing speech and language
difficulties that cause significant barriers to learning and impede the development of social relationships.
There will be low rates of progress in many areas of the curriculum, particularly literacy, and increasing signs of frustration. Measured speech and
language levels will be significantly below those of the majority of peers and progress against baseline will be significantly below that of peers starting
from a similar baseline. There may be difficulties with speech production which significantly limit participation in classroom activities. There may be
considerable difficulty in meeting the language demands of ordinary learning activities such as following instructions or understanding abstract
concepts.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Consultation and advice from external agencies
(eg: LSAT, EP, SALT, BST) incorporated into the
IEP. Implementation of advice demonstrated
over a period of time.
IEPs will include very carefully considered
targets, delivery methods and evaluation
techniques.
IEP regularly reviewed with pupil and parent/carer
involvement.
There will be access to
considerable small group/in-class,
TA/teacher support.
Out-of-hours provision may also be
provided, where appropriate (eg
lunch time or after-school school
clubs where specialist help is
available).
Some pupils may benefit from
access to a learning support base
for considerable parts of the day, if
this is part of the school’s internal
organisation for some SEN pupils.
Access to the National
Curriculum/Foundation Stage will be
provided with suitable differentiation
and teacher/TA support.
Individual programmes to support
IEP targets will be required.
Focus will be on the educational
implications of the assessed
difficulties, but there will be tuition
targeted at these difficulties under
specialist guidance. This is likely to
be combined with strategies aiming
at maximising curriculum access.
Additional access to ICT and
specialist equipment and materials
may be necessary to aid outcomes
specified in the IEP.
External support service(s) advise
on the implementation of the IEP
and/or are involved in direct work
with the pupil.
Multi-agency support may be
essential due to overlap of
educational, social or health
needs.
Class/subject teachers are
responsible for planning and
overseeing the delivery of the IEP
in conjunction with the SENCo.
Additional TA/teacher time with
advice/ support from SENCo and
outside specialist(s).
May be requirement for enhanced
pastoral and break/lunch time
support to address social
interaction difficulties.
17
Statutory Action Guidance
Communication and Interaction: Speech and Language Difficulties
Level and
Description
of Difficulty
Pupil progress through support and intervention at Action Plus (including the direct involvement of appropriate external agencies and services) is still
very limited and indicates that specialist resourcing is required to continue to access the full curriculum. Current attainment levels are unlikely to lead
to usable levels of skills which will enable participation in Further/Higher Education/training/employment.
Complex, long-term speech and language difficulties which cause substantial and extensive barriers to learning and severely impede the
development of social relationships continue. Social isolation, frustration and peer isolation are evident and this may result in reluctance to
participate, behavioural difficulties or absence from school.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes identification, assessment and
planning with a multi-professional focus and
issues a statement of SEN where appropriate.
The statement or note-in-lieu specifies longerterm
goals and plans for provision. The IEP is
drawn up from the long term goals in the
statement/note-in-lieu, and should be reviewed
ideally termly or more frequently but not less than
twice per year.
Parents/carers are involved in long and shortterm
reviews and planning.
The statement is reviewed annually with those
involved in meeting the needs of the pupil
contributing to the Annual Review. A decision is
made at each Annual Review as to whether the
pupil continues to require a statement of SEN or
whether needs can be met at School
Action/Action Plus.
The LA monitors outcomes of the Annual Review.
There is a Transition Plan at 14+ to plan for
further education and adult life.
The pupil has access to
considerable additional targeted
teaching in small groups or
individually, for significant parts of
each day.
The extent of additional and
different organisation required is in
excess of what would normally be
expected of a mainstream school.
For a few pupils, the extent of
changes deemed necessary in the
organisation and structures of a
mainstream school may result in a
more specialist provision.
Curriculum access through the usual
mainstream groupings may not be
appropriate for some areas of the
academic curriculum. Extensive
individualised programmes will be
required.
This may involve the use of
specialised teaching techniques or
alternative communication methods
supported by appropriate equipment
and materials.
Teaching interventions will be part of
a multi-disciplinary approach.
Where the LA maintains a
statement of SEN, LA officers
monitor this via Annual Review in
partnership with parents/carers
and relevant specialist agencies.
Teachers/TAs with additional
qualifications in SEN and/or
experience of pupils with very
significant speech and language
difficulties are likely to be involved
in providing for the pupil.
Ongoing direct support and
advice from external specialists
will be provided as specified in the
statement of SEN.
18
School Action Guidance
Communication and Interaction: Autistic Spectrum Disorders
Level and
Description
of Difficulty
The pupil has communication and/or interaction difficulties and continues to make limited progress despite the provision of a differentiated curriculum.
Some difficulties within the “triad” of autistic spectrum disorders are evident: impaired language development; rigidity and inflexibility of behaviour;
difficulties with social communication and interaction.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Assessment will utilise early years records,
baseline assessment or QCA assessment
baselines. It will focus on responding to the
pupil’s presenting difficulties rather than
depending on specialist assessment or
confirmation of suspected autistic spectrum
difficulties.
Strengths and weaknesses will be analysed using
behavioural observations and behavioural
checklists, curriculum-related assessment,
criterion-referenced assessment and may be
supplemented by standardised tests and/or
diagnostic tests.
IEPs will be set using “SMART” targets [some
targets may be shared with other pupils in a
Group Education Plan (GEP)]. There will be
systematic monitoring of pupil progress in terms
of the effectiveness of interventions arising from
the IEP.
Regular documented reviews should be held
ideally on a termly basis and at least twice per
year. Parents/carers and pupil should be
involved.
Grouping arrangements or
additional support in the classroom
are used flexibly to promote
independent learning.
Additional support or special
grouping over and above ALS/ELS
may be required in the
literacy/numeracy hour.
Classroom setting/management
takes account of social
relationships.
Out-of-hours provision may also be
provided, where appropriate (eg
lunch time or after-school school
clubs where specialist help is
available).
Access to National
Curriculum/Foundation Stage with
suitable differentiation of the rates
and methods of delivery.
Individualised instructions or
additional explanations from teacher
may be required.
Specific reinforcement or skilldevelopment
activities in support of
IEP targets may be required.
Consideration should be given to the
use of specialist software, different
learning materials or special
equipment.
Pupil and parent/carer involvement in
the teaching programme will be
clearly defined.
Class or subject teachers are
responsible for working with the
pupil on a daily basis, planning
and overseeing the delivery of the
individualised or group
programme. There may be some
additional TA or teacher time.
The SENCo facilitates
assessment, planning and
monitoring.
Specialist teachers, educational
psychologist or speech and
language therapist may provide
some occasional advice on
strategies, equipment or staff
training.
19
School Action Plus Guidance
Communication and Interaction: Autistic Spectrum Disorders
Level and
Description
of Difficulty
Despite having received an individualised programme and concentrated support under School Action the pupil has continuing communication and
interaction difficulties that cause significant barriers to learning and impede the development of social relationships. There will be low rates of
progress in most areas of the curriculum, although there may also be specific areas of strength.
Difficulties within the “triad” of autistic spectrum disorders are more clearly evident and more severe: impaired language development; rigidity and
inflexibility of behaviour; difficulties with social communication and interaction.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Consultation and advice from external agencies
(eg: LSAT, EP, SALT, BST, Child & Family
Service) incorporated into the IEP.
Implementation of advice over a period of time.
IEPs will include very carefully considered
targets, delivery methods and evaluation
techniques.
IEP regularly reviewed with pupil and parent/carer
involvement.
There will be access to
considerable small group/in class
TA/teacher support that can be
used flexibly to support learning
and understanding of what is
required.
Out-of-hours provision may also be
provided, where appropriate (eg
lunch time or after-school school
clubs where specialist help is
available).
Some pupils may benefit from
access to a learning support base
for considerable parts of the day, if
this is part of the school’s internal
organisation for some SEN pupils.
Access to the National
Curriculum/Foundation Stage will be
provided with suitable differentiation
and teacher/TA support.
Individual programmes to support
IEP targets will be required.
Focus will be on the educational
implications of the assessed
difficulties, but there will be tuition
targeted at these difficulties under
specialist guidance. This is likely to
be combined with strategies aiming
at maximising curriculum access.
Additional access to ICT and
specialist equipment and materials
may be necessary to aid outcomes
specified in the IEP. Structured
programmes of work may need to be
clearly set out via a visual timetable.
The pupil may need considerable
preparation for changes in routine.
External support service(s)
advise on the implementation of
the IEP and/or are involved in
direct work with the pupil.
Multi-agency support may be
essential due to overlap of
educational, social or health
needs.
Class/subject teachers are
responsible for planning and
overseeing the delivery of the
IEP in conjunction with the
SENCo.
Additional TA/teacher time with
advice/ support from SENCo
and outside specialist(s).
May be requirement for
enhanced pastoral and
break/lunch time support to
address social interaction
difficulties.
20
•
•
•
Statutory Action Guidance
Communication and Interaction: Autistic Spectrum Disorders
Level and
Description
of Difficulty
Pupil progress through support and intervention at Action Plus (including the direct involvement of appropriate external agencies and services) has
not developed communication and interaction skills to a level that is likely to lead to levels of skills which will enable participation in Further/Higher
Ed./training/employment. A diagnosis of ASD from CAMHS will have been made.
All of the following criteria are likely to apply:
• severe difficulties in following instructions, classroom routines and staying on task;
highly atypical behaviours such as obsessive, challenging or withdrawn;
resistance to changes in routines;
highly inappropriate social behaviour leading to social isolation.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes identification, assessment and
planning with a multi-professional focus and
issues a statement of SEN where appropriate.
The statement or note-in-lieu specifies longerterm
goals and plans for provision. The IEP is
drawn up from the long-term goals in the
statement/note-in-lieu, and should be reviewed
ideally termly or more frequently but not less than
twice per year.
Parents/carers are involved in long and shortterm
reviews and planning.
The statement is reviewed annually with those
involved in meeting the needs of the pupil
contributing to the Annual Review. A decision is
made at each Annual Review as to whether the
pupil continues to require a statement of SEN or
whether needs can be met at School
Action/Action Plus.
The LA monitors outcomes of the Annual Review.
There is a Transition Plan at 14+ to plan for adult
life.
The pupil has access to
considerable additional targeted
teaching in small groups or
individually, for significant parts of
each day.
The extent of additional and
different organisation required is in
excess of what would normally be
expected of a mainstream school.
For some pupils, the extent of
changes deemed necessary in the
organisation and structures of a
mainstream school may result in a
more specialist provision.
Curriculum access through the usual
mainstream groupings may not be
appropriate for most areas of the
academic curriculum. Extensive
individualised programmes will be
required.
This may involve the use of autismspecific
teaching techniques or
alternative communication methods
supported by appropriate equipment
and materials.
Teaching interventions will be part of
a multi-disciplinary approach.
Where the LA maintains a
statement of SEN, LA officers
monitor this via Annual Review
in partnership with
parents/carers and relevant
specialist agencies.
Teachers/TAs with additional
qualifications in SEN and
experience of pupils with
communication difficulties or
autistic spectrum disorders are
likely to be involved in providing
for the pupil.
Ongoing direct support and
advice from external specialists
will be provided as specified in
the statement of SEN.
21
School Action Guidance
Sensory and/or Physical Needs: Physical Difficulties/Medical Conditions
Level and
Description
of Difficulty
Requires some adult assistance with the practical aspects of the curriculum or personal hygiene/dressing/fine motor skills. May exhibit increased
fatigue particularly towards the end of the day which affects classroom performance. Needs may impact on self-esteem and relationships with
peers.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Assessment will utilise early years records,
baseline assessment or QCA assessment
baselines.
Strengths and weaknesses will be analysed using
curriculum-related assessment, criterionreferenced
assessment and may be
supplemented by standardised tests and/or
diagnostic tests.
IEPs will be set using “SMART” targets [some
may be shared with other pupils in a Group
Education Plan (GEP)].
There will be systematic monitoring of pupil
progress in terms of the effectiveness of
interventions arising from the IEP.
Regular documented reviews should be held
ideally on a termly basis and at least twice per
year. Parents/carers and pupil should be
involved. Review should focus on pupil progress,
effectiveness of strategies, new information or
factors and the setting of new targets.
Grouping arrangements or
additional support in the classroom
are used flexibly to promote
independent learning.
Classroom setting/management
takes account of social
relationships.
Access to National
Curriculum/Foundation Stage with
suitable differentiation of the rates
and methods of delivery. May
require an adapted physical
education curriculum and additional
support in some practical activities
with physiotherapy or occupational
therapy advice.
Specific skill-development activities
in support of IEP targets may be
required. Consideration should be
given to the use of specialist
software, different learning
materials or special equipment.
Class or subject teachers are
responsible for working with the
pupil on a daily basis, planning
and overseeing the delivery of
any individualised or group
programme. There may be some
additional TA or teacher time.
Some additional support time may
be required both in the classroom
and at break and lunch times.
The SENCo facilitates
assessment, planning and
monitoring.
Specialist teachers, educational
psychologist, physiotherapist or
occupational therapist may
provide some occasional advice
on strategies, equipment or staff
training.
22
School Action Plus Guidance
Sensory and/or Physical Needs: Physical Difficulties/Medical Conditions
Level and
Description
of Difficulty
Despite having received an individualised programme and concentrated support under School Action the pupil has continuing difficulty in accessing
the curriculum. Barriers to learning and development require more specialised advice (and sometimes regular support) from external specialists.
Such pupils may require some adult assistance with the practical aspects of the curriculum or personal hygiene/ dressing/ fine motor skills. May
exhibit drowsiness, lack of concentration or motivation as a result of their condition which significantly affects classroom performance. Needs may
impact on self-esteem and relationships with peers. May have additional learning/perceptual difficulties associated with their condition.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Consultation and advice from external agencies
(eg: Physiotherapist, Occupational Therapist,
Community Paediatrician, LSAT, EP, SALT, BST)
incorporated into the IEP. Advice will have been
regularly implemented over time.
IEPs will include very carefully considered
targets, delivery methods and evaluation
techniques.
IEP regularly reviewed with pupil and parent/carer
involvement.
There will be access to
considerable small group/in-class,
TA/teacher support.
Out-of-hours provision may also be
provided where appropriate.
Some pupils may need access to a
base for therapy or special
arrangements for toileting.
Access to the National
Curriculum/Foundation Stage will
be provided with suitable
differentiation and support,
particularly in PE and practical
activities.
Individual programmes to support
IEP targets will be required.
Focus will be on the educational
implications of the medical/physical
difficulties, but there may be
therapy targeted at these difficulties
under specialist guidance.
Additional access to ICT and
specialist equipment and materials
may be necessary to facilitate
access to the curriculum.
External support service(s) advise
on curriculum adaptation, the
implementation of the IEP and/or
are involved in direct work with
the pupil.
Multi-agency support may be
essential due to overlap of
educational, social or health
needs.
Class/subject teachers are
responsible for planning and
overseeing the delivery of the IEP
in conjunction with the SENCo.
Additional TA/teacher time with
advice/ support from SENCo and
outside specialist(s).
May be a requirement for
additional support at break/lunch
time.
23
Statutory Action Guidance
Sensory and/or Physical Needs: Physical Difficulties/Medical Conditions
Level and
Description
of Difficulty
Pupil progress through support and intervention at Action Plus (including the direct involvement of appropriate external agencies and services) has
indicated the need for specialist resourcing to access the full curriculum. The physical difficulties/medical condition are complex, severe and longterm,
requiring a level of additional support which is in excess of what would normally be expected to be funded from school resources.
Such pupils may have additional learning, communication or behaviour difficulties requiring specialist intervention. They may exhibit
emotional/behavioural problems (withdrawal, disaffection, reluctance to attend). Rate of learning may be affected by absences, fatigue, medication
etc.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching
Methods
Human Resources
The LA undertakes identification, assessment and
planning with a multi-professional focus and
issues a statement of SEN where appropriate.
The statement or note-in-lieu specifies longerterm
goals and plans for provision. The IEP is
drawn up from the long-term goals in the
statement/note-in-lieu, and should be reviewed
ideally termly or more frequently but not less than
twice per year.
Parents/carers are involved in long and shortterm
reviews and planning.
The statement is reviewed annually with those
involved in meeting the needs of the pupil
contributing to the Annual Review. A decision is
made at each Annual Review as to whether the
pupil continues to require a statement of SEN or
whether needs can be met at School
Action/Action Plus.
The LA monitors outcomes of the Annual Review.
There is a Transition Plan at 14+ to plan for adult
life and any move to further/higher education.
The pupil may require access to
considerable additional targeted
teaching in small groups or
individually, for significant parts of
each day.
The extent of additional and
different organisation and additional
support required is in excess of
what would normally be expected of
a mainstream school from the
delegated budgets.
For a few pupils, the extent of
changes deemed necessary in the
organisation and structures of a
mainstream school may result in a
more specialist provision.
Curriculum access through the
usual mainstream groupings
may not be appropriate for some
areas of the academic
curriculum. Extensive
individualised programmes may
be required.
This may involve the use of
specialised teaching techniques
or alternative access methods
supported by appropriate
equipment and materials.
Teaching interventions will be
part of a multi-disciplinary
approach.
Where the LA maintains a statement
of SEN, LA officers monitor this via
Annual Review documentation in
partnership with parents/carers and
relevant specialist agencies.
Teachers/TAs with additional
qualifications in SEN and experience
of pupils with significant physical or
medical difficulties are likely to be
involved in providing for the pupil.
Additional support will probably be
required at all times the pupil is on
school premises, as specified in the
statement of SEN. Specialised
transport arrangements and building
adaptations may also be necessary.
Ongoing direct support and advice
from external specialists will be
provided as specified in the
statement of SEN.
24
School Action Guidance
Sensory and/or Physical Needs: Hearing Impairment
Level and
Description
of Difficulty
Pupils with a monaural hearing loss/mild hearing loss not wearing aids.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Occasional consultation and advice from the
Sensory Inclusion Service to school,
parents/carers.
Monitoring by class/subject teacher/SENCo.
Teacher of the Deaf to report annually to T&W/
Primary Care Trust, school and parents/carers on
pupil’s hearing status.
Normal class grouping with pupil’s
physical place in classroom/small
group to take account of ear with
superior hearing (for monaural
loss).
For pupils with mild hearing
impairment it is necessary to
ensure advantageous placement.
Normal access to school
curriculum. Teacher of the Deaf to
advise class teacher/SENCo
concerning management strategies.
Teacher of the Deaf to liaise with
SENCo/school examination
secretary to ensure that appropriate
SAT/GCSE/other examination
concessions are applied for.
Pupils seen with parents/carers
annually at school by Teacher of
the Deaf for audiological and
educational monitoring.
25
School Action Plus Guidance
Sensory and/or Physical Needs: Hearing Impairment
Level and
Description
of Difficulty
Pupils with a mild, bilateral hearing loss wearing aids.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Monitoring by class/subject teacher/SENCo in
liaison with Teacher of the Deaf.
Regular hearing and hearing aid evaluations via
the Sensory Inclusion Service.
Annual review by Teacher of the Deaf with written
report for school and parents/carers.
Parents/carers seen regularly by Teacher of the
Deaf to resolve any issues in the hearing
impairment/audiological management either at
home or at school.
A video record of the child’s language/speech/
curriculum access is made for assessment
purposes and to inform IEP.
At least annual standardised linguistic and
phonological assessments carried out by Teacher
of Deaf.
Normal class grouping with pupil’s
physical place in classroom(s)
taking into account his/her hearing
loss.
Mainstream access to school
curriculum.
Teacher of the Deaf to advise class
teacher/SENCo concerning
management strategies.
Teacher of the Deaf to liaise with
SENCo/school examination
secretary to ensure that appropriate
SAT/GCSE/other examination
concessions are applied for.
Pupils seen monthly by a Teacher
of the Deaf for monitoring/advice.
Pupils seen at least yearly by the
Sensory Inclusion Service for
hearing aid evaluation at Acute
Trust.
26
School Action Plus Guidance
Sensory and/or Physical Needs: Hearing Impairment
Level and
Description
of Difficulty
Pupils with a moderate, bilateral hearing loss wearing hearing aids.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Consultation and advice from external agencies,
particularly the Sensory Inclusion Service.
Advice implemented over a period of time.
IEPs will include very carefully considered
targets, delivery methods and evaluation
techniques and be regularly reviewed with pupil
and parents / carers involvement.
The Sensory Inclusion Service will ensure:
Regular hearing assessments and hearing
aid evaluations
Annual review by Teacher of Deaf with a
written report for school and parents
Parents/Carers seen regularly by Teacher of
Deaf to resolve any issues relating to hearing
impairment/audiological management either
at home or at school
A video record of the child’s language,
speech/curriculum access is made for
assessment purposes and to inform IEPs.
At least annual standardised linguistic and
phonological assessments.
Normal class grouping but the
Teacher of the Deaf liases with the
SENCo/class teacher or subject
teachers regarding the key issues
of:
a) Acoustics
b) Radio Aid use
c) Social and emotional factors
d) Curriculum access
e) Inclusion issues
Access to the National Curriculum/
Foundation Stage will be provided
with suitable differentiation and
support.
Individual programmes to support
IEP targets will be required. The
Teacher of the Deaf contributes to
the child’s IEP in liaison with the
school.
The Teacher of the Deaf manages
the day-to-day audiological needs
of the child including fortnightly
electro-acoustic checking of
hearing aids.
The Sensory Inclusion Service
advise on curriculum adaptation,
the implementation of the IEP
and/or are involved in direct work
with the pupil. A Teacher of the
Deaf would normally visit once
each fortnight.
Class/subject teachers are
responsible for delivering the IEP
in conjunction with the SENCo.
Additional TA time with advice/
support from SENCo and Teacher
of the Deaf.
The Sensory Inclusion Service
offers INSET to the school usually
at a staff meeting – however in
some cases the Sensory Inclusion
Service two-day course on
Hearing Impairment may be
offered.
27
Statutory Action Guidance
Sensory and / or Physical Needs: Hearing Impairment
Level and
Description
of Difficulty
Pupils who have severe and profound bilateral sensori-neural hearing loss.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes assessment and planning with
a multi-professional focus and issues a statement
of SEN where appropriate.
The statement or note-in-lieu specifies longerterm
goals and plans for provision.
Parents/carers are involved in long and shortterm
reviews and planning.
Weekly Teacher of the Deaf planning meetings
with school are held. At least annual video
recording by Sensory Inclusion Service to plot
longitudinal linguistic phonological and curriculum
access development.
At least annual linguistic/phonological
assessments by the Sensory Inclusion Service.
The statement is reviewed annually with those
involved in meeting the needs of the pupil. A
decision is made at each Annual Review as to
whether the pupil continues to require a
statement of SEN or whether needs can be met
at School Action / Action Plus.
The LA monitors outcomes of the Annual Review.
There is a Transition Plan at 14+ to plan for adult
life and any move to further/higher education .
The pupil has access to
considerable additional targeted
teaching in small groups or
individually, for parts of each day.
The Teacher of the Deaf liaises
with the SENCo/class teacher
and/or subject teachers on:
a) Acoustics
b) Radio Aid use
c) Social and emotional factors
d) Curriculum access
e) Inclusion issues
For some pupils, the extent of
differentiation deemed necessary in
the mainstream provision may
result in a more specialist setting
being considered.
Curriculum access through the usual
mainstream groupings may not be
appropriate for some areas of the academic
curriculum. Extensive individualised
programmes may be required .
This may involve the use of specialised
teaching techniques or alternative access
methods supported by appropriate
equipment and materials.
Weekly hearing aid, radio aid checks and
electro-acoustic testing of this equipment by
the Teacher of the Deaf.
Advisory and direct teaching support/pretutoring
from Teacher of the Deaf.
Subject specific issues addressed,
concessions in listening tests in English and
Modern Languages.
Examination concessions as appropriate
are arranged.
Where the LA maintains a
statement of SEN, LA
officers monitor this via
Annual Review in
partnership with
parents/carers, the Sensory
Inclusion Service and other
relevant specialist agencies.
Between 1 and 5 visits per
week from a Teacher of the
Deaf will aid school in
providing for the pupil.
Additional TA support time
will probably be required in
many lessons. For some
pupils with exceptional
needs there may be a
requirement for support in
school situations outside the
classroom.
Places on the Sensory
Inclusion Service two-day
course on hearing
impairment offered to school
staff, also school based
INSET offered.
Ongoing direct support and
advice from other external
specialists will be provided
as specified in the statement
of SEN.
28
School Action Guidance
Sensory and/or Physical Needs: Visual Impairment
Level and
Description
of Difficulty
Pupils with mild visual difficulties
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Monitoring by class/subject teacher/SENCo in
liaison with QTVI1
: report written annually by
QTVI for school and parents/carers.
QTVI reports to Primary Care Trust if vision
changes or needs dictate.
Normal class grouping with pupil’s
physical place in classroom(s) to
take account of visual difficulties, as
advised by QTVI.
Mainstream access to school
curriculum following guidelines to
school by QTVI.
QTVI to liaise with SENCo/school
examination secretary to ensure that
appropriate SAT/GCSE/other
examination concessions are applied
for in relation to visual assessments.
Most pupils seen by QTVI termly
for functional vision assessment
and monitoring with advice to
school and parents/carers.
1
QTVI = Qualified Teacher of the Visually Impaired
29
School Action Plus Guidance
Sensory and/or Physical Needs: Visual Impairment
Level and
Description
of Difficulty
Pupils with a moderate visual impairment.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
Consultation and advice from the Sensory
Inclusion Service. Advice implemented over a
period of time.
IEPs will include very carefully considered
targets, delivery methods and evaluation
techniques and be regularly reviewed with pupil
and parents’/carers’ involvement.
The Sensory Inclusion Service will ensure:
Regular assessment of functional vision.
Annual review by QTVI with a written report
for school and parents/carers.
Parents/carers seen regularly by QTVI to
resolve any issues in the management of the
visual difficulties either at home or at school.
Attendance at Sensory Inclusion Service/
PCT Visual Assessment Clinic at transition
stages, primary to secondary.
QTVI will also liaise with the school on issues
relating to social and emotional development.
Normal class grouping with advice
from a QTVI on visual aids,
curriculum access and social and
emotional factors.
Some withdrawal may be required
for the teaching and practice of
keyboard skills.
Access to the National Curriculum /
Foundation Stage will be provided
with suitable differentiation and
support:
•
•
•
•
•
•
•
use of adapted materials
magnification
large print books
seating position
consideration of lighting needs
individual copies of black/white
board work
adaptation of teaching methods
describing processes aloud and
in detail, reading while writing on
board.
Individual programmes to support
IEP targets will be required. QTVI
contributes to the child’s IEP in
liaison with the school.
The Sensory Inclusion Service
advise on materials, the
implementation of the IEP
and/or are involved in direct
work with the pupil. A QTVI will
visit on a regular basis
monthly/fortnightly.
Class/subject teachers are
responsible for delivering the
IEP in conjunction with the
SENCo with advice from QTVI.
Sensory Inclusion Service
Specialist and school-based TA
support may be required to
facilitate access to curriculum
materials.
The Sensory Inclusion Service
offers INSET to the school
usually at a staff meeting –
however in some cases the
Sensory Inclusion Service twoday
course on Visual
Impairment may be offered.
30
Statutory Action Guidance
Sensory and/or Physical Needs: Visual Impairment
Level and
Description
of Difficulty
Pupils with severe and profound visual impairment.
Assessment, Planning & Review Grouping for Teaching Curriculum & Teaching Methods Human Resources
The LA undertakes, assessment and planning
with a multi-professional focus and issues a
statement of SEN where appropriate.
The statement or note-in-lieu specifies longerterm
goals and plans for provision.
Parents/carers are involved in long and shortterm
reviews and planning.
QTVI assists school staff by:
assessing any functional vision
assessing need for Braille or print
deciding on equipment required
assessing school access facilities and
planning physical adaptations required
planning of space to keep equipment
volume of VI child’s work
planning liaison time and provision of work in
advance for transcription.
The statement is reviewed annually.
QTVI will also liaise with the school on issues
relating to social and emotional development.
The LA monitors outcomes of the Annual Review.
There is a Transition Plan at 14+ to plan for adult
life and any move to further / higher education.
Weekly planning meetings with QTVI and school
staff to discuss modification needs and curriculum
access requirements.
The pupil has access to
considerable additional targeted
teaching in small groups or
individually, for parts of each
day. This might include:
•
•
•
small group work for
practising new skills
individual teaching of new or
specialist skills
training for mobility and
independence on and off
school premises.
For some pupils, the extent of
changes deemed necessary in
the organisation and structures
of a mainstream school may
result in consideration of a more
specialist provision.
Curriculum access through the usual
mainstream groupings may not be
appropriate for some areas of the
academic curriculum. Extensive
individualised programmes may be
required. This may involve the use of
specialised teaching techniques or
alternative access methods such as
Braille, specialist low vision aids or
tape or tactile methods.
Joint planning by class teacher and
QTVI to give time for preparation and
adaptation of materials.
Adaptation of teaching methods
greater verbalisation, allowing
handling or close inspection of
objects.
Examination concessions as
appropriate are arranged via QTVI
and SENCo/School Examinations
Officer.
Advisory and direct teaching
support/pre-tutoring from QTVI.
Sensory Inclusion Service
Specialist and school-based TA
support time will be required in
many lessons and to reformat
materials. For some pupils with
exceptional needs there may be a
requirement for support in school
situations outside the classroom.
Involvement from the Mobility
Officer from the Sensory Inclusion
Service may be required.
Ongoing direct support and advice
from other external specialists will
be provided as specified in the
statement of SEN.
Places on the Sensory Inclusion
Service two-day course on visual
impairment offered to school staff,
also school based INSET offered.
ACCESS ARRANGEMENTS TO THE LA SEN SUPPORT SERVICES
The LA SEN Support Services
The LA maintains the following SEN support services as part of a joint arrangement of
support services between Shropshire LA and Telford & Wrekin LA:
The Learning and Behaviour Service (“L&B 21”)
The Educational Psychology Service
The Sensory Inclusion Service (for hearing and visually impaired pupils and deaf/blind).
All the services except the Behaviour Service are located in the Glebe Centre, Wellington,
Telford, serving the whole of Shropshire and Telford & Wrekin. The Behaviour Service is
located at Ringway House, Bridge Road, Wellington, Telford. The budget for Learning and
Behaviour is delegated to schools.
Delegated Services Centrally Retained Services
Learning & Behaviour . The Educational Psychology Service.
The Sensory Inclusion Service.
.
Access Arrangements – Financially Delegated Service
LEARNING & BEHAVIOUR SERVICE
The Service sends out a purchase pack annually in the early part of the Spring Term for
schools to return with details of their purchasing requirements. Following receipt of these
requirements from each school, a service level agreement is made between the Service
and the school for use of the purchased time over the financial year.
In addition to work with individual children and groups of children, the Service also offers
training courses and individualised training and consultancy.
Access Arrangements – Centrally Retained Services
EDUCATIONAL PSYCHOLOGY SERVICE
Allocation of Time
Each school has a number of hours allocated over the school year based on separate,
agreed formulae for the primary and secondary phases.
The number of hours allocated represents the total amount of time available for EPS work
with the school. It includes the time required for any follow-up of work done directly in the
school. Each school visit is recorded by the Service, detailing agreed pieces of work
together with the amount of time spent on each piece of work. The amount of time spent
on a piece of work includes time spent on school premises and any time spent outside the
school associated with that piece of work – eg written communication, reports, home visits.
31
For very small schools with the minimum allocation of EP time per year, there is a small
contingency pool of additional time available.
Additional time is also centrally retained for work commissioned by the LA and this is
accounted for separately when such work is carried out in school.
Planning EP Service Delivery for Individual Schools
Service delivery is based on planning discussions in the primary, secondary and special
school phases. These planning discussions take place at least annually and do not
normally take longer than one hour. Sometimes for very small schools it is possible to do
this over the telephone. A record is made of the objectives for EPS involvement in the
school, the activities to be undertaken and the distribution of work over the year.
Consultation on Individual Children
All requests for direct EP involvement with individual children (apart from those from the
LA) will need to be negotiated with the EP through planning discussions and an individual
consultation request form completed.. Any recommendations made by other agencies (eg
LSAT, BST, Speech and Language Therapist, paediatrician) regarding EP involvement will
need to be discussed with the headteacher or SENCo and subsequently agreed with the
EP within the planning process for use of school allocated EP time.
SENSORY INCLUSION SERVICE
Children And Young People With Visual Impairment
Children and young people with visual impairment are referred to the Sensory Inclusion
Service by a Consultant Ophthalmologist at the local Acute Trust or a Community
Paediatrician from the Primary Care Trust. Occasionally referrals are made from Visual
Assessment Clinics within the West Midlands region. Visual impairment is usually
identified in the pre-school years from which time there is ongoing involvement from a
Teacher of the Visually Impaired with the child and family to 19+.
Prior to entry to settings/schools/colleges a Teacher of the Visually Impaired will undertake
detailed liaison and INSET work. Typically children and young people with visual
impairment are supported by Peripatetic Teachers of the Visually Impaired and also
receive school-based TA time. Children and young people with severe and profound
visual impairment also receive specialist TA time from the Sensory Inclusion Service to
support detailed curriculum access through such mediums as Braille. The Sensory
Inclusion Service offers a wide range of ongoing training for settings/schools/colleges.
The Sensory Inclusion Service works in a multi-disciplinary context and Teachers of the
Visually Impaired can access a wide range of services in other agencies to support
settings/schools/colleges in managing the needs of children and young people with visual
impairment. The Sensory Inclusion Service offers a range of augmentative services for
children and young people with visual impairment in schools, homes and the community
such as mobility training, habilitation and social inclusion services.
32
Schools should contact the Sensory Inclusion Service if they have concerns about a child’s
vision and appropriate assessments will be facilitated subject to parental agreement.
Children And Young People With Hearing Impairment
Children and young people with hearing losses are referred to the Sensory Inclusion
Service by ENT Consultants at the local Acute Trust or other regional Hearing Assessment
Clinics. Most children with hearing impairment are identified neo-natally and there is then
ongoing involvement from a Teacher of the Deaf with the child/young person and family to
19+. Prior to entry to settings/schools/colleges a Teacher of the Deaf with undertake
detailed liaison and INSET work. Typically children and young people with hearing
impairment are supported by a Peripatetic Teacher of the Deaf and also receive schoolbased
TA time. The Sensory Inclusion Service offers a wide range of ongoing training for
settings/schools and colleges. The Sensory Inclusion Service works in a multi-disciplinary
context and can access a wide range of services in other agencies for
settings/schools/colleges to meet the needs of children and young people with hearing
impairment.
Where concerns arise about the hearing of children/young people contact should be made
with the Sensory Inclusion Service who can expedite testing and assessment.
Children And Young People With Dual Sensory Impairment
There are a small number of children and young people with dual sensory impairment.
Children and young people with dual sensory impairment are usually referred to the
Sensory Inclusion Service following multi-disciplinary assessment at the Acute Trust
during the pre-school phase. Detailed liaison and INSET is provided to settings/schools
prior to entry from SIS support staff with specialist qualifications in multi-sensory
impairment. Detailed and often complex support packages are agreed with
settings/schools/colleges on a case by case basis. The Sensory Inclusion Service can
access local and regional specialist services for settings/school/colleges to assist in the
devising of appropriate access facilities and habilitation programmes.
33