Special Educational Needs Code Of Practice
In recognising that there is a continuum of needs, there is a five stage approach applied to identify and assist our students who have special educational needs. Stages 1, 2 and 3 are school based, calling as necessary on external specialists. At Stages 4 and 5, the Board shares responsibility with the school.
| Stage 1: teachers identify and register a child's special educational needs and, consulting with Mrs McMahon, the school's SEN co-ordinator, take initial action. |
| Stage 2: Mrs McMahon takes responsibility for collecting and recording information and for co-ordinating special educational provision, along with the child's teacher. An Individual Educational Plan (IEP) is drawn up which takes the child's needs into consideration. Parental support is essential for the success of the plan. |
| Stage 3: teachers and Mrs McMahon are supported by specialists from outside the school. |
| Stage 4: the Board considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment. |
| Stage 5: the Board considers the need for a statement of special education needs; if appropriate, it makes a statement and arranges, monitors and reviews provision. |
