This came from TeacherNet: good rpactice on meeting SEN:
School-based interventions, statutory assessments and Statements of SEN
Where children do not respond to differentiation and do not make adequate progress, there is a need for the school to do something additional or different. This school based SEN provision is described in the Code as School Action and School Action Plus. A similar system is set out for early education settings and described as Early Years Action and Early Years Action Plus.
School Action could be further assessment, additional or different teaching materials or a different way of teaching and it might sometimes, but not always, be additional adult support. Teachers use Individual Education Plans (IEPs) to record the different or additional provision to be made for the child, teaching strategies, short-term targets for the pupil, success criteria, and what they have achieved.
School Action Plus is where School Action has not helped the child to make adequate progress, and the school asks for outside advice from the LEA?s support services, or from health or social work professionals. This could be advice from a speech and language therapist on a language programme or an Occupational Therapist?s suggestions or a medical diagnosis and report giving recommendations as to how to work differently with the child in class. It might be information about the child?s home circumstances that explains the changes in the child?s behaviour and attitudes to learning which can then help the school to work with others to resolve the situation.
The key test for taking School Action, moving to School Action Plus, or considering whether a statutory assessment is necessary is whether the child is making adequate progress. The Code defines ?adequate progress? and lists different kinds of progress, depending on the starting point and expectations for a particular child. Essentially, what is considered to be adequate progress for a particular child is a matter for the teacher?s professional judgement.
Most children will have their special educational needs met by their school through School Action and School Action Plus. But that will not be possible all the time. If a child?s needs cannot be met through School Action Plus, the LEA may consider the need for a statutory assessmentand, if appropriate, makes a multi-disciplinary assessment. Following that, the LEA may decide to make and implement a Statement of Special Educational Needs setting out the child?s needs in detail and the special educational provision to be made for them. The Statement must be reviewed at least annually. Either of the school-based interventions may result in satisfactory provision and progress by the pupil and therefore no need for a statutory assessment or a statement.
The Code stresses the importance of working in partnership with parents in all aspects of the pupil?s education, and of the pupil?s participation in making decisions and exercising choices in relation to their own education. This can help the pupil?s progress.