A Manual Of Good Practice In Special Educational Needs

FGP Al (1)

Key area: working together

Aspect: involving children and young persons

The role of: the local authority

Theme i: policy relating to the rights of children and young persons with special educational needs

• There is a policy statement which outlines a commitment to meet the authority's statutory duties in relation to the education and welfare of all children/young persons and which gives due regard, without discrimination, to their disability, gender; religious persuasion, racial origin, and cultural and linguistic background.

• The Children's Services Plan has a statement of principles supporting the involvement of children/young persons in decision-making and these principles are implemented in the development and delivery of the plan.

• There is a policy statement that children and young persons have to be listened to and provided with the support of advocacy services where appropriate.

• Schools are advised to educate children/young persons about their legal rights and the ways they can raise concerns or obtain independent advice. It recognises the right of children/young persons to have somebody identified to act on their behalf if necessary.

• There is a policy statement outlining a commitment to promote the inclusion of children/young persons with special educational needs. Structured opportunities for actively involving them in the policy-making process are provided.

• There is a policy statement which refers to, and takes account of, the statutory rights of young persons with special educational needs.

• There is a policy statement that resources, and decisions about their allocation, are made on the principle of inclusion, taking into account the special educational needs of children/ young persons.

Theme ii: guidance and support procedures for working with children and young
persons

• There is published information for children/young persons, in easily accessible formats, which explains how various aspects of authority services could be of assistance to them. Included in this information is an outline of the child's rights vis-à-vis consent, confidentiality, consultation, complaints and access to advocacy services.

• All the information, forms and other material which are used give due regard, without discrimination, to issues of disability, gender; religious persuasion, racial origin and cultural and linguistic background.

• There are written guidelines and professional development for staff in schools and support services to promote the active involvement of children/young persons in the assessment and planning of their educational future.

• There are procedures to assist and encourage children/young persons to make written comments on the reports and forms for referral to support services or other agencies

• There are guidelines for staff on sharing reports, case conference papers and minutes of meetings with children/young persons.

• The local authority provides guidance to help schools and support services develop and maintain procedures to enable children/young persons to participate actively in decision-making.

Theme iii: implementation and evaluation of collaborative practice

The policies and procedures are implemented consistently and evaluated regularly in collaboration with children/young persons.

FGP A1 (2)

Key area: working together

Aspect: involving children and young persons

The role of: the school

Theme i: policy relating to the rights of children and young persons with special educational needs

• There is a policy statement which outlines a commitment to the education and welfare of all children/young persons and which gives due regard, without discrimination, to their disability, gender; religious persuasion, racial origin, and cultural and linguistic background.

• There is a policy on Special Educational Needs which expresses a commitment to the involvement of children/young persons in all aspects of their learning.

• There are guidelines which explain what opportunities there are for children/young persons to participate in making decisions about all services provided to them by the school.

• There is a policy statement that children/young persons have to be listened to and provided with the support of advocacy services where appropriate.

• The policy requires that children/young persons are educated about their legal rights and the ways they can raise concerns or obtain independent advice. It recognises the right of children/young persons to have somebody identified to act on their behalf if necessary.

Theme ii: guidance and support procedures for working with children and young
persons

• There are written guidelines and professional development opportunities to ensure that all staff are fully conversant with the legal rights of children/young persons, with their own responsibilities to them and with the policies of the authority in relation to involving children/young persons in decision-making.

• The School Handbooks contain information about the forms of support for learning which are available to all children/young persons, including those who are experiencing difficulties.

• There are procedures to inform children/young persons in advance if they are to be the focus of multi-disciplinary meetings and they are helped to play a meaningful role in the meetings.

• Children/young persons are given the names, and understand the roles, of all staff from various agencies who are working with them.

• There are written guidelines and professional development opportunities to ensure that all staff take account of the cultural and educational experiences which children/ young persons bring from home and from the wider community.

• The procedures and practices of the school demonstrate that there is a culture in the school which includes children/young persons in planning and making decisions about all stages of their education, including transition from one stage, or form, of education to another.

• The school meets its statutory duties to children/young persons with special educational needs and supports them in exercising their rights.

Theme iii: implementation and evaluation of collaborative practice

• The policies and procedures are implemented consistently and evaluated regularly in collaboration with children/young persons.

FGP Al (3)

Key area: working together

Aspect: involving children and young persons

The role of: support services

Theme i: policy relating to the rights of children and young persons with special educational needs

• There is a policy statement which outlines a commitment to the education and welfare of children/young persons and which gives due regard, without discrimination, to their disability, gender, religious persuasion, racial origin, and cultural and linguistic background.

• The service development plan includes the aim of promoting the involvement of children/young persons in decision-making and there are written guidelines to enable all staff to work towards this aim.

Theme ii: guidance and support procedures for supporting children and young persons

• The written structures and procedures of the service ensure that priority is given to responding to the needs of children/young persons.

• There are written guidelines and professional development opportunities to ensure that all staff are fully conversant with the legal framework of the rights of children/ young persons and with the duties and policies of the authority for identifying and meeting special educational needs.

• There are procedures to enable children/young persons to express their views and feelings and for these to be acted upon.

• There is published information available for children/young persons explaining how various aspects of the services provided could be of assistance to them. Included in this information is an outline of the child's rights vis-à-vis consent, confidentiality, consultation, complaints and access to advocacy services.

• There are clear guidelines on the distribution of reports, case conference minutes and other documents to children/young persons.

• All the information, forms and other material which are used give due regard, without discrimination, to issues of disability, gender, religious persuasion, racial origin and cultural and linguistic background.

Theme iii: implementation and evaluation of collaborative practice

• The policies and procedures are implemented consistently and evaluated regularly in collaboration with children/young persons.

FGP A2 (1)

Key area: working together

Aspect: parents as partners

The role of: the local authority

Theme i: policy relating to the rights and responsibilities of parents of children and young persons with special educational needs

• The local authority involves parents of children/young persons with special educational needs (or their chosen representatives) in the development and review of the Children's Services Plan and policies for special educational needs.

• There is a clear policy, developed in consultation with parents, stating a commitment to involving parents of children with special educational needs in planning, monitoring and reviewing their child's education, and in the measures to support its implementation from the earliest stage.

• There is a policy statement committing the authority to seek the permission of parents when it is necessary to involve other agencies in assessing or supporting the child (or young person, where appropriate).

Theme ii: guidance and support procedures for working with parents

• There is clear and comprehensive information on the policies, resources, and procedures for meeting special educational needs. This information is easily accessible to all parents; translated material is available to parents for whom English is an additional language and in a suitable form for parents who have a sensory impairment. Interpreters are available as necessary. Children/young persons are not asked to interpret for their parents.

• Parents are provided with clear information about their respective rights and duties and the ways in which they can expect to be involved in their child/young person's education; their permission is sought where necessary.

• Parents are given the name and address of someone in the authority who can provide advice and information on their child's difficulties and the provision they can access to meet their child's needs.

• The authority has written advice for parents encouraging them to bring an adviser or friend to meetings. Where the child/young person has a Record of Needs, parents are encouraged to exercise their right to appoint a Named Person.

• Information is provided on specialist resources, for meeting special educational needs, outwith the direct management of the authority. This includes information about schools and support from statutory and voluntary agencies. Parents are supported in finding the most appropriate provision for their child.

• There are measures to ensure that all professional staff are fully conversant with the legal framework of the rights and responsibilities of parents and the obligations of the authority.

• There is a system in place for the mediation of differences between parents and professional staff, including joint access to independent advice on assessment and provision.

Theme iii: implementation and evaluation of collaborative practice

• The policies and procedures are implemented consistently and evaluated regularly in collaboration with parents.

FGP A2 (2)

Key area: working together

Aspect: parents as partners

The role of: the school

Theme i: policy relating to the rights and responsibilities of parents of children and young persons with special educational needs

• There is a policy statement which outlines a commitment to work in partnership with parents giving due regard, without discrimination, to disability, gender, religious persuasion, racial origin and cultural and linguistic background.

• There is a policy on Special Educational Needs with clear procedures for ensuring genuine and active parental participation in all aspects of the education of their child, in accordance with advice from the local authority

• It is school policy to to seek the permission of parents when it is necessary to involve other agencies in assessing or supporting their child (or young person, where appropriate).

• It is school policy to regularly exchange information with parents about their child's progress at school and at home and to involve parents in progress reviews.

Theme ii: guidance and support measures for working with parents

• There is clear guidance for parents about procedures for contacting the school and a named contact person whom they can approach about their child.

• The School Handbook contains information, in accessible language, about the procedures for identification and assessment of special educational needs, and the additional resources and specialist services available to support children's needs

• The roles and responsibilities of all professionals and staff involved with the child/young person are explained to parents, including their own rights and duties.

• Parents are consulted on the arrangements for meetings with the school and other agencies Meetings are structured to encourage parental participation and parents receive a written report of the outcomes of the meetings.

• Interpreters and translated materials are available for parents who have English as an additional language or for those who have a sensory impairment. Children/young persons are not asked to interpret for their parents.

Theme iii: implementation and evaluation of collaborative practice

• The policies and procedures are implemented consistently and evaluated regularly in collaboration with parents.

FGP A2 (3)

Key area: working together

Aspect: parents as partners

The role of: support services

Theme i: policy in relation to the rights and responsibilities of parents of children and young persons with special educational needs

• There is a policy statement which outlines a commitment to work in partnership with parents giving due regard, without discrimination, to disability, gender; religious persuasion, racial origin and cultural and linguistic background of children/young persons.

• There is a policy on Special Educational Needs with clear procedures for ensuring genuine and active parent participation in all aspects of the education of their child, in accordance with advice from the local authority.

Theme ii: guidance and support measures for working with parents

• There are procedures to ensure that professionals listen to parents, respond timeously to their requests, enable them to participate in multi-disciplinary meetings, take account of their views and provide them with written reports of the outcomes of meetings.

• There is clear and comprehensive information on the policies, resources, and procedures for meeting special educational needs. This information is easily accessible to all parents; translated material is available to parents for whom English is an additional language and in a suitable form for parents who have a sensory impairment. Interpreters are available as necessary. Children/young persons are not asked to interpret for their parents.

• Parents are provided with clear information about the particular roles of each member of the multi-professional team and which of them will be their main contact point.

• Staff development is provided to ensure that all staff understand the legal framework of the rights and responsibilities of parents in relation to children/young persons, the rights of children and the statutory duties of the authority and the support service.

• There is published information available to all staff to ensure that they have clear advice about the range of provision and resources for special educational needs which the authority can access, and can advise parents impartially in relation to the needs of their child.

Theme iii: implementation and evaluation of collaborative practice

• The policies and procedures are implemented consistently and evaluated regularly in collaboration with parents.

FGP A3

Key area: working together

Aspect: the contribution of the voluntary sector

The role of: the local authority, the school and support services

Theme i: policy relating to the involvement of the voluntary sector in Children's Services Plans and in provision for special educational needs

• The local authority has a policy and procedures for working in partnership with relevant voluntary organisations in its area.

• The partnership between the authority and the voluntary agencies is founded on common aims, clearly formulated remits, individual accountability and high quality teamwork.

• The local authority has identified the voluntary organisations in its area which represent the interests of children/young persons with special educational needs and their parents.

• The local authority involves voluntary organisations in the development of its Children's Services Plan and policy on special educational needs.

• The Children's Services Plan includes information about relevant services provided by voluntary organisations.

Theme ii: guidance and support procedures for working with voluntary sector organisations

• Voluntary organisations are involved with the authority in joint monitoring and review of services provided to their mutual client group.

• There are agreed procedures for accessing services provided by voluntary sector organisations.

• Information about local authority services is provided to voluntary organisations and agencies which have an interest in children/young persons with special educational needs or their parents.

• There are guidelines and support procedures to enable professionals in schools and support services to work together with voluntary organisations and agencies.

Theme iii: implementation and evaluation of collaborative practice

• Policies and procedures are implemented consistently and evaluated regularly in collaboration with the voluntary organisations.

FGP A4

Key area: working together

Aspect: working with health services

The role of: the local authority, the school and support services

Theme i: the Children's Services Plan

• The authority has involved the health services in their area in the development of their Children's Services Plan.

• The health services have identified the range of services they provide for children in need and these are included in the Plan. The Plan acknowledges their duty to co-operate in helping the authority to fulfil its statutory duties.

• The authority has identified the range of services provided by them, by relevant voluntary agencies, and by the health services in the area; a co-ordinated inter-agency approach is adopted where there is common involvement with client groups.

• The full range of services provided is published in the Plan.

Theme ii: guidance and support procedures for collaborative working

• Joint working groups are formed to develop a strategic approach to meeting the needs of mutual client groups.

• The strategic responsibilities of each service are clearly identified and, where appropriate, purchaser-provider roles are clarified.

• Agreements are reached on service levels.

• Joint professional development opportunities are provided to develop a common understanding of the special educational needs of the client groups and of the contribution the respective services make to meeting these needs.

• Where professional staff of different services are working together, working practice agreements are negotiated to clarify roles, responsibilities and accountability.

• Services work together to develop flexibility in approaches to meeting the special educational needs of children/young persons.

• Professional staff from relevant services involved in multi-disciplinary assessment of children and young persons share their respective approaches to the assessment and identification of special educational needs with each other, the parents and, where appropriate, the child/young person.

Theme iii: implementation and evaluation of collaborative practice

• The authority's strategic approach to providing services for children/young persons with special educational needs provides evidence of the efficient use of resources.

• Structures for monitoring, reviewing and evaluating services provided jointly, or for common client groups, are developed. They involve multi-professional review of practice in the context of meeting the special educational needs of children/young persons.

• Policies and procedures are implemented consistently and evaluated regularly on a joint basis.

• The health services are involved in reviewing that part of the Children's Services Plan relating to service provision to which they contribute.

FGP A5

Key area: working together

Aspect: towards an inclusive school

Theme i: the statement of school policy on special educational needs

• The school policy explains what is meant by special educational needs and describes the principle of inclusion which is consistent with local authority policy and national advice.

• The policy expresses a commitment to partnership between school, other professionals, children! young persons, parents and wider community, including voluntary services.

• The policy is accessible to all sections of the community and provides guidance which is responsive to the practical needs of schools, teachers, children/young persons and parents.

• Staff development is provided to ensure that all teaching and auxiliary staff are able to meet their statutory duties in the provision of quality services to children/young persons with special educational needs.

• There are guidelines on approaches to assessment and education of all children/ young persons, including those with special educational needs, giving due regard, without discrimination, to disability, gender, religious persuasion, racial origin and cultural and linguistic background.

• There are agreed procedures for requesting assistance from professionals employed by the health service, social work, voluntary sector and other agencies, as required in the Children's Services Plan.

• There are procedures for obtaining and maintaining special equipment and resources.

• There are guidelines on health and safety issues and duties, on child protection, and on administration of medication.

• There is an agreed format for record-keeping and reporting the progress of children! young persons with special educational needs.

• The policy is implemented and evaluated in consultation with all partners with an interest in the provision for special educational needs and contributes to school development planning.

Theme ii: effective management structures and processes

• There are statements about school structures and procedures which reflect the importance of inclusion.

• Remits and responsibilities are specified in writing, are delegated, where appropriate, in unambiguous terms and are familiar to, and understood by, all concerned.

• Co-ordination of services for staff, children/young persons and parents is effective and efficient.

• Effective team approaches are in evidence and are supported so that all providing the educational service are well informed, are clear about their respective roles, know that their contributions are valued, and share in planning, implementing and evaluating educational programmes.

• Transition arrangements between pre-school - primary - secondary - post-school and between classes and stages are implemented effectively and evaluated with the active participation of all parties.

• School structures and processes are regularly evaluated by professional staff, parents, children and young persons.

Theme iii: deployment and development of staffing and resources

• There is a policy and accompanying support procedures to enable all teachers to accept responsibility for educating all children, including those with special educational needs.

• The policy explains how staff with designated responsibility for supporting learning and teaching across the school fulfil the five roles of learning support (tutorial teaching, co-operative teaching, consultancy, liaison with specialist services and staff development) to meet the needs of staff and children/young persons.

• Staff receive effective support from learning support staff, from guidance staff (where appropriate), from educational psychologists, from specialists from other external support services, and from other agencies.

• School managers create the necessary conditions, including designated time, to enable teachers and relevant members of support services to meet regularly to exchange information, plan and review their work.

• Staff development is provided for managers, teachers and auxiliary staff on the practice of special educational needs and there are opportunities for advanced training leading to national professional awards.

• There is regular evaluation of the deployment and development of staffing resources.

• Accommodation is audited regularly to ensure that it meets the needs of those for whom provision is made.

Theme iv: the management of forms of pro vision suited to needs

• Support services in the school have a policy statement which acknowledges the importance of inclusion.

• The School Handbooks contain information on the range of provision which is available in the school and area, taking account of the local authority's Children's Services Plan.

• Parents are informed in good time of the procedures for the assessment of special educational needs and are supported to take an active part in decisions about their child's education.

• Information about placing arrangements for children and young persons with special educational needs, including provision not managed by the authority, is available to parents and professionals.

• There are clear criteria for deciding on the type, level and duration of specialist support offered to the child or young person with special educational needs.

• The school's provision is regularly evaluated as part of its development plan and feedback is offered to the local authority, support services and other agencies.

FGP A6

Key area: working together

Aspect: the support services

Theme i: implementing the authority's Children's Services Plan

• Specialist support services are involved in staff development to ensure that they are aware of the authority's Children's Services Plan and their role within it.

• There are guidelines to assist staff to actively involve children and young persons in need in decision making.

Theme ii: policy and guidance for meeting special educational needs

• There is a policy on special educational needs which is in accordance with local authority and national advice and which has been developed in consultation with schools, parents and young persons.

• There are guidelines on approaches to the assessment and education of all children/ young persons, including those with special educational needs; these give due regard, without discrimination, to disability, gender, religious persuasion, racial origin and cultural and linguistic background of children, young persons and parents.

• The policy states a commitment to planned opportunities for the staff development of all members of the service.

• There are guidelines which enable children/young persons and parents to participate actively in the assessment of their special educational needs and in considering the measures to meet those needs.

Theme iii: effective implementation and evaluation

• The policy and statutory procedures for identification and assessment, recording and review of special educational needs are implemented consistently and evaluated regularly in collaboration with all relevant professionals, parents and young people.

FGP A7

Key area: working together

Aspect: the role of the local authority

Theme i: the Children's Services Plan

• The Plan refers to inclusion and addresses all the authority's statutory duties.

• The Plan is developed in consultation with health boards, education, social work and other departments, voluntary agencies and local communities.

• Key staff from all sectors are involved in the holistic planning, delivery and evaluation of the Children's Services Plan.

• The education authority ensures that its policies on assessment and provision for special educational needs inform the Plan as it relates to children in need.

• Information about relevant services in the local area, or provided by any other local authority, is published in a form which is accessible to children and parents, and takes account, without discrimination, of disability, gender, religious persuasion, racial origin, cultural and linguistic background.

• The corporate responsibility for providing services to 'children in need' is implemented through strategies for collaboration among relevant services.

Theme ii: policy and guidance for meeting special educational needs

• The definition of the concept of special educational needs used in the planning of provision is consistent with national advice.

• There are guidelines on the statutory rights of children and parents and how these must be met.

• There are agreed written procedures for identifying and assessing special educational needs, for opening and reviewing Records of Needs, for Future Needs Assessments and referral to the social work department.

• There is information about the range of provision for special educational needs available within and outwith the education authority, and procedures for accessing it.

• Information about placing arrangements for children/young persons with special educational needs, including provision not managed by the authority, is available to parents and professionals.

• There are guidelines for professionals and parents on approaches to the assessment and education of all children/young persons, with special educational needs; these pay due regard, without discrimination, to disability, gender, religious persuasion, racial origin and cultural and linguistic background.

• There are agreed written procedures for requesting assistance from professionals employed by the health service, social work, voluntary sector and other agencies, as required in Children's Services Plans.

• There are written procedures for obtaining and maintaining special equipment and resources.

• There are guidelines on health and safety issues and duties, on child protection and on the administration of medication.

• There is an agreed format for record-keeping and reporting the progress of children/ young persons with special educational needs.

• There are guidelines for schools and support services to monitor and evaluate policy and provision.

• There is a planned programme of staff development for all professionals in schools, support services and other agencies, and, where possible, this is delivered in an inter-professional context.

• There are agreed arrangements for the use of independent parties to resolve disputes between service providers and children, young persons or parents.

Theme iii: effective management of provision for special educational needs

• Policies and guidelines are implemented consistently and evaluated regularly in collaboration with all interested parties, including parents.

• The education authority meets its statutory duty to identify and make adequate and efficient provision for special educational needs, to assess children and open Records of Needs, and to publicise opportunities for the assessment of children/persons.

• A range of provision is planned, based on identified need and taking into account the support which children and young persons will need in order to access the full range of services; the provision includes, where appropriate, services provided by other authorities or agencies.

• Parents are informed in good time of the procedures for accessing services provided by other authorities and agencies; they are supported in exploring the suitability of such provision for their child; the implications of their child being rejected by another provider is explained; and there is joint consideration of contingency arrangements.

• The transition of children from pre-school centres to school, or between schools, units or other forms of provision, and from school to further education, training or other services, is planned and supported; due regard is given to any individualised educational programme (IEP), the views of the child/young person, the parent, the staff and receiving provision; and there is shared understanding of the needs and of the desired outcomes for the individual child/young person.

• Procedures and guidelines for admission to specific forms of provision are applied consistently; guidelines include a definitive statement of criteria for admission, of the services provided and of the desired outcomes for the individual child/young person.

• Procedural guidelines encourage team approaches and are clear about involving professionals and parents in planning, implementing and evaluating educational programmes.

• There is regular and systematic monitoring, review and evaluation of provision, including support services. Any educational provision for a child/young person which is not provided by the local authority is also monitored, reviewed and evaluated by the placing local authority.