School Action Stage
At this stage the SENCO takes a lead in co-ordinating the pupils special needs provision, consulting the class teacher, who retains the responsibility for working with the pupil in the classroom. Outside agencies may be consulted for information at this stage. Using all available information, the SENCO will decide whether to:
  • seek further advice;
  • ask the class teacher to write an IEP which the SENCO will read and sign.

School Action Stage Individual Education Plan

The SENCO, should ensure than an IEP is drawn up by the class teacher. This IEP must provide intervention which is additional to and different from that provided as part of the usual differentiated curriculum. Parents should be invited to school to discuss the IEP with the teacher, if the parents do not attend, the IEP should be sent home. This is the responsibility of the class teacher. The plan should set out:

  • the nature of the childs difficulty;
  • action, special needs provision;
  • staff involved including frequency of support;
  • specific programmes additional to or different from those activities and equipment provided as part of the schools usual differentiated curriculum;
  • help from parents at home;
  • targets to be achieved, time scales;
  • pastoral care medical requirements;
  • monitoring assessments;
  • review arrangement dates

School Action stage Review

Reviews are carried out termly. Parents must be invited to discuss the IEP review with the class teacher. If they do not attend, a copy of the review should be sent home. This is the responsibility of the class teacher.

Review should focus on:
  • progress
  • effectiveness of IEP;
  • parents contribution;
  • updated information and advice;
  • future action.
Future action
  • continue at School Action Stage, set new targets;
  • move to School Action Plus Stage;
  • revert to AT Risk register.

SEN Policy
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