Parent Partnership Service :: Our publications

Parent Partnership Service

Home :: Publications :: Events :: News :: Volunteers :: Training :: Contact Us :: FAQs

Text only publications page :: Graphical publications page

The context

Information for parents and carers of all children with special educational needs and disabilities.

Arrangements for helping children

Who needs help?

All children need help every day. This comes from the teacher, teaching assistant, midday supervisors, parents and other children. Children with special educational needs may need help that is more extensive and planned.

Extra help to do what?

To help the child join in and do the things others are doing. It is to give explanations, set up equipment, provide materials, give encouragement, break tasks into small steps, give feedback and anything else that enables the pupil to feel safe, confident, productive and included.

How is the help arranged?

Giving help to children is everybody’s business in school. Every school has a policy for identifying and meeting special educational needs, and must make suitable arrangements. Schools have control over their spending, and money is in their budgets to make special educational needs provision.

Where arrangements cannot be provided from the school’s own resources, Local Education Authorities (LEAs) may contribute financially or with specialist staff.

Neither schools nor the LEAs have unlimited resources and priorities have to be made.

What influences the amount of additional support?

Firstly, the school’s ordinary arrangements for meeting special needs should be the basis for any additional support. There should be enough help to allow the pupil to have access to the full curriculum and make learning progress, but not so much support that it interferes with the development of independence and friendships.
It is worth remembering that children with the greatest needs in special schools are not given unlimited amounts of individual teaching; they have regular periods where they are able to make choices, have rest breaks, interact with other pupils and have the freedom to take decisions. Support arrangements for individual children take into account the social and teaching environment available to them in their own schools.

Do all schools follow the same procedures?

Yes they do. Schools are guided by LEA policies and the principles set out in the Code of Practice which was introduced in January 2002, as part of SEN and Disability Act 2001 and gives guidance to support Part IV of the 1996 Education Act. It recommends a graduated response in the identification of SEN. The responsibilities of the school are School Action and School Action Plus and Early Years Action and Early Years Action Plus.

School Action (or Early Years Action)

When the teacher identifies that your child has needs that are additional to or different from those provided as part of the school’s normal curriculum planning (see School Action and School Action Plus leaflets for more details).

School Action Plus (or Early Years Action Plus)

When a school consults with external support services, other support arrangements may be added. For example:

An extra adult in the classroom who may be another teacher or a special needs support assistant (TA) who can offer advice and support.
Access to, and planned use of, special equipment like a laptop, word processor, photocopier, or perhaps an adapted chair or standing frame.
Work programmes and specialist teaching from a member of the LEAs Inclusion Support Service.
Small group and individual teaching for specific purposes like the development of spoken and written language, social skills training or going over work previously tackled in the whole class.

At each stage there are regular reviews with parents and children. Adjustments are made to the support programme and new targets set. Written plans and detailed records are kept.

When do LEA staff become involved?

There are advisory teachers for: communication, language, reading, writing, sensory needs and the use of specialist equipment for children with physical difficulties. The Educational Psychology Service and Education Welfare Service gives help to all schools.

At School Action and School Action Plus LEAs may provide specialist teachers in sensory impairment, emotional and behavioural difficulties and learning support who in some cases are able to give direct teaching and who will advise.

What responsibility does the LEA take?

There is a general responsibility to support and guide schools and children at School Action Plus. The LEA have responsibility for children with statements.

Children with statements

A statement has to be reviewed annually. Parents, young people and relevant professionals e.g. Educational Psychologist, health professionals should be invited. (See Formal Assessment leaflet for further details).

Where can I get more information?

The leaflet ‘An Extra Pair of Hands’
The Head Teacher or Special Needs Co-ordinator in your child’s school.
Special Educational Needs in Nottinghamshire – a guide for parents and carers (for schools in the County).
Special Educational Needs in Nottingham – a guide for parents and carers (for schools in the City).

We are based in the voluntary sector and are supported by the Family Welfare Association and funded by Nottingham City Council and Nottinghamshire County Council.

Parent Partnership Service
Suite 5 Clarendon Chambers
32 Clarendon Street
Nottingham NG1 5LN

Unit C
International Clothing Centre
Annesley Road
Hucknall
NG15 8AY

Phone, fax or minicom: 0115 948 2888
This number is for City and County parents

Email: enquiries@ppsnotts.org.uk
Website: www.ppsnotts.org.uk