What are Special Educational Needs?
How can I help my child?
What will others do at first?
What is a Statutory Assessment?
What is a Statement / Note in Lieu?
What school options are available?
What if I don't agree with a decision?
What happens next?
How long does a statement last?
Who can help me?
How are schools funded to support children with Special Educational Needs?
What are Special Educational Needs?
Many children will have Special Educational Needs of some kind at some time during their education. A small number of these children will need extra help for some or all of their time in school.
Definitions
The DfES states that the term 'Special Educational Needs' (SEN) has a legal definition. Children with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These difficulties or disabilities cover a wide range of needs. [From the booklet Special Educational Needs (SEN) - A guide for parents and carers, ref DfES 0800/2001. Much of the information for this guide is taken from this source.
1996 Education Act and the SEN Code of Practice (CoP)
This law and CoP sets out in legal and practical terms how children's needs should be identified and met. All early education settings, state schools and Local Education Authorities ( LEAs) must take account of this code when they are dealing with children who have Special Educational Needs. Health and Social Services must also take account of the Code when helping LEAs.
Your child is an individual and no-one will forget that. But in order to assist professionals working with children, difficulties are put into 'Categories of Need'. This will give everyone a broad indication of your child's main area of difficulty. From this, you and those working with you can begin to decide what kind of help he or she will need. You will also find it much easier to consider the type of school he or she could attend.
A summary list of Categories of Need, with common abbreviations, is provided in the glossary. The list is not exhaustive and most children do not fit neatly into one category. The law says that children do not have learning difficulties just because their first language is not English, although some of these children may have learning difficulties as well.
Identifying Special Educational Needs
You are the most likely person to identify that your child needs extra help. You spend more time with him or her than anyone else and you naturally look around at other children and measure what they do compared to your child. This is also what professionals do.
This process starts at birth, when paediatricians assess your child's health. Some children's Special Educational Needs are obvious from early on, if they have severe difficulties and/or a clearly recognisable physical condition or syndrome. You should be informed of their likely difficulties, and may be offered support from a number of sources, such as Health Visitors, parent support groups the LEAs Portage Service and STEPS.
The process of identification continues with other people from the Health Service, such as your GP, or the Health Visitor. They look at your child at certain key points and identify any problem areas. For example, they may notice hearing difficulties, which then have an impact on speech and language development. They may find difficulties with motor (Physical movement) skills. They will talk to you about any concerns they have and it is important that you also talk to them about any problems or concerns you have. In the case of children with sensory impairment, the Teams for Children with Hearing and Visual Impairments are frequently involved in early diagnostic procedures. The Portage Team is also likely to work with children at an early stage.
Once your child starts attending pre-school, other professionals become involved. They will also observe your child and measure their progress. This process continues when your child starts school.
As a general rule, the children who would be a cause for concern are those whose development in the core areas of fine and gross motor control, perceptual skills, self-help, cognitive development, communication and language skills, falls significantly behind those of other children of their age.
At any stage, you are able to raise concerns that you have. There are people there to help you, and when your child reaches the age of 2 years, you can talk to the Parent Partnership Service if you need advice about what to do next. See Who can help
How can I help my child?
Your views should be taken into account and the wishes of your child should be listened to at all stages of providing support for your child.
A few suggestions
Share your worries or concerns with your child's teacher or head teacher, or with any other professional working with your child.
Listen to your child; encourage and praise him or her so that his or her self esteem remains high.
Find out as much as you can about Special Educational Needs; information will be available from your local library, or from the internet.
Ask for support and advice from the Parent Partnership Service (PPS), parents' groups and voluntary organisations See Who can help.
Keep a record of phone calls and meetings and keep a file of letters and reports received from professionals about your child.
When your child starts at nursery, school or in a pre-school setting:
Ask to see the nursery, school or pre-school's SEN policy.
Talk to their Special Educational Needs Co-ordinator (SENCo).
Keep a record of your child's work, so that you can monitor his or her progress.
When talking to other people, particularly at the nursery, school or pre-school setting, you might like to ask if:
they think your child has difficulties, or Special Educational Needs;
your child is able to work at the same level as other children of a similar age;
your child is already getting some extra help;
you can help your child.
Working together with your child's teachers or pre-school worker will often help to sort out worries and problems. The closer you work with them, the more successful any help for your child can be. Remember, your views are very important. If you are not happy with anything the nursery, school or pre-school does for your child, you should first talk to the SENCo or your child's teacher. You can then talk to the Parent Partnership Service. or you can access an informal disagreement resolution service provided through your LEA. See What if I don't agree
Meetings
Please try to attend all meetings concerning your child. If you are not able to attend, let the people organising the meeting know and try to arrange another time. If you do not attend, you cannot pass on your views and experiences.
When you get to a meeting, make sure that you:
know what the meeting is for and what is likely to happen as a result of it;
tell the people at the meeting that you wish to say something;
know how long the meeting will last and when you will be able to have your say.
find out who all the people at the meeting are. They will be introduced to you, but you may need their names to be repeated and to ask what exactly they do - don't be afraid to ask;
ask for any unfamiliar words to be explained;
have the opportunity to ask any questions you have brought along, or that occur to you during the meeting;
are aware of the outcome of the meeting - what is going to happen now?
Assessments
If your child is not making enough progress with the help provided by the nursery, school or pre-school setting [see What will others do at first ], the Local Authority (LA) may decide to carry out a more detailed assessment of your child's needs [see What is a stautory assessment ]
Your views will be very welcome and you should feel free to ask questions at any time. The Parent Partnership Service or the LA can help you. Remember, you know your child best. It is important to get as much advice and support as you feel you need. As part of the assessment, you will be asked to write down your views. You need to think about giving a complete picture of your child, as you see them. This might include:
When did you first feel that things where not right?
What happened and what advice or help did you receive?
What has happened since?
What is your child like now?
What do you think your child's Special Educational Needs are?
What help would you like him or her to receive?
More information about the Assessment process is given in What is a stautory assessment
What will others do at first?
Early Years Action, or School Action
Once it has been decided that your child has Special Educational Needs, his or her teachers should take account of the guidance in the SEN Code of Practice. All schools and pre-schools will start with a 'low level approach'. This means that they will provide a small amount of help. The extra or different help could be a different way of teaching certain things, some help from an extra adult, perhaps in a small group, or the use of particular equipment like a computer or a desk with a sloping top
This type of help is called Early Years Action in pre-school settings and in schools it is called School Action. They must tell you when this type of help is provided. The criteria for deciding to move to this level of support is clearly defined by the Code of Practice and by the LA.
Your child might need help at this level for a short time or for many years, perhaps even for the whole of their education.
The information collected about your child at this stage will be used to produce an Individual Education Plan (IEP). You should be given an opportunity to contribute to the IEP targets and should be given a copy of the IEP.
The Individual Education Plan (IEP)
This will include details about:
your child's strengths and difficulties
targets , i.e. what your child needs to learn next and by when
the support your child will get, including who will give this help and how often
what materials and equipment might be used
how you can help at home, with suggestions for activities or games
how and when your child's progress will be checked
The IEP should be reviewed regularly, at least twice a year, but preferably more often. You will be able to give your views about how you feel your child is doing and your child's views will also be considered. Wherever possible, your child should be involved in the review process and in setting targets.
Early Years Action Plus, or School Action Plus
If these interventions do not 'enable the child to make satisfactory progress', providers might require specialist advice and support from external services. This is called Early Years Action Plus or School Action Plus. This will be discussed with you at an IEP review.
At Early Years Action Plus, or School Action Plus (SP+), the SENCo will talk to you about asking for advice from other people outside the school. They might want to ask for help from:
a specialist teacher
an Educational Psychologist or Learning Support Service teacher
a speech and language therapist
an occupational therapist or physiotherapist
other health professionals.
Most children's needs can be met at this level and within ordinary provision (mainstream and pre-school settings). An amended IEP will be written for your child, taking into account any new advice. New targets will be set and your child's progress will continue to be monitored and reviewed.
The SENCo should include you in any discussions, and should consider your views in making any decisions about how best to help your child. They should keep you informed about your child's progress. The CoP is very clear about the importance of early education settings, schools, LAs and parents working together. Parents should have plenty of opportunities to find out what is happening.
What next?
At a later review it may be agreed that your child no longer needs this level of support and that appropriate help can be given at Early Years Action, or School Action.
A very small number of children (about 3 in every 100), will not make progress with the help given at Early Years Action Plus or School Action Plus. The SENCo will then discuss with parents and others already involved, whether a Statutory Assessment (SA) should be requested. This is a detailed investigation to find out exactly what your child's Special Educational Needs are and what special help your child needs. This is only necessary for a very small number of children, for whom the school or pre-school setting cannot provide all the help that your child needs.
More information about the assessment process is given in What is a stautory assessment
What is a Statutory Assessment?
Statutory Assessment
A statutory assessment can be requested by:
you, as a parent;
the school or pre-school setting;
health professionals.
You should always talk to your child's teachers or SENCo before requesting an assessment from the LA. There are clearly defined criteria for going ahead with an assessment and schools will be able to provide evidence of the progress, or difficulties, being experienced by your child and of the action they have taken to address your child's needs, which will help to decide whether or not the assessment should proceed. You may ask the school to help you write to the LA. The local Parent Partnership Service is also there to help you at this time. See Who can help
The SEN Panel
The decision whether to go ahead with an assessment is made by the SEN Panel. They will consider a request made for assessment, along with evidence that your child is not achieving at an appropriate level. They will also require evidence that your child's school has done everything it is expected to have done to meet your child's special educational needs.
The panel considers a wide range of issues and concerns about the Special Educational Needs of children and young people aged 2 - 19. It consists of: the manager of Assessment Services SEN & Transport; the Principal Educational Psychologist and Head of Support Services and representatives from the Health Authority and the Assessment Service Inclusion Officer.
Head Teachers/SENCo's sit on the panel on a rotational basis.
If it is decided to proceed with the assessment, you will be asked for your views, as described in How can I help my child. You should also feel free to suggest any other people or organisations you know whose views may be helpful in the assessment of your child. You may also send the LA any private advice or opinions you have collected about your child and the LA should take these into account as part of the assessment.
The Assessment Process
A Statutory Assessment takes up to six months to complete, from the time of the initial request.
By the end of week 2*
Local Authority (LA) sends you information about the assessment
By the end of week 4
You let the LA know what you think
By the end of week 6
LA decides whether to go ahead with the assessment
By the end of week 16
• LA collects information from:
• you, if you wish to add to your earlier submission
• your child's school or pre-school setting
• a doctor
• an Educational Psychologist
• Social Services, but only if it is involved
• speech therapist or other people who have seen your child
• other people who may be able to help
Your child may have to go to appointments to see these people
LA decides whether or not to make a statement
By the end of week 18
LA sends you copies of a proposed statement and all the information received.
OR
LA sends you a Note in Lieu of a Statement.
By the end of week 21
You let the LA know:
• your comments about the proposed statement
• the name of the school you prefer your child to attend
By the end of week 25
LA considers your views and meets with you if necessary
By the end of week 26
LA issues final Statement
*These are the timescales by which the assessment should be completed, as recommended by the Code of Practice. Where possible, the LA will aim to complete the assessment more quickly.
What is a Statement/ Note in Lieu?
Statement of Special Educational Needs
Once the LA's Case Officers have collected all the advice and comments about your child's educational needs, they will decide whether to make a statement of SEN for your child. They will normally tell you their decision no more than 12 weeks after they decided to carry out an assessment.
The statement describes:
what your child's special needs are
the objectives, or targets to be achieved
how those targets are going to be met - the educational provision required
the monitoring arrangements for the provision and your child's progress
the school or pre-school setting your child will attend
any non-educational needs your child has and how those will be met.
A statement of SEN is set out in 6 parts:
Part 1 gives your child's details, such as name and address, age, home language and religion. It also gives your name and address as the person responsible for the child. Finally, it lists all the advice that has been used to produce the statement, with the name of the author and the date on which it was written.
Part 2 gives details of all of your child's Special Educational Needs as identified in the assessment. It should give a complete picture of your child, including his or her strengths.
Part 3 describes:
what the long term aims, or objectives are;
all the special help that the LA think your child should get in school (or pre-school setting) to cover all the learning difficulties in Part 2, including these which the school is expected to meet from its own resources as well as those which need more than this.This should normally be quantified, (in terms of hours of support and staffing arrangements) although there will be cases where some flexibility should be given to the school, in order to meet the changing needs of the child concerned. The LA must specify appropriate facilities and equipment, support arrangements and access to the curriculum, with any modifications to or exclusions from the National Curriculum. It is the LA who is responsible for ensuring that the provision in the statement is made, irrespective of who actually delivers it, including speech and language therapy support, if appropriate.
the arrangements for setting short-term goals, regularly reviewing your child's progress towards those goals, and how your child's progress is to be monitored.
Part 4 sets out the name of the school or pre-school your child will go to, in order to get the special help set out in part 3, or how any arrangements will be made out of school hours or off school premises. Before the statement is issued, the LA must send you a proposed statement, with this part left blank. You will be given an opportunity to tell the LA which school you prefer, or to agree to a proposed provision. The LA will advise you how to do this. Details of how to choose a placement for your child are given in What school options are available.
Part 5 describes any non-educational needs your child has, as agreed between the LA and the health services, social services and other agencies.
Part 6 described how these non-educational needs are to be met.
Note in Lieu
Following on from the assessment, the LA may decide that your child's school or pre-school setting can provide the special help he or she needs without the need for a Statement of SEN. In this case you will be sent a Note in Lieu, which will:
describe your child's Special Educational Needs;
explain why the LA has decided not to make a Statement;
make recommendations about the appropriate provision for your child, which may recommend the need for additional advice, support and teaching from specialist staff.
All the advice and reports that were collected during the Statutory Assessment process will be sent with the Note in Lieu.
Information about what to do if you do not agree with a decision is given in What if I don't agree
What school options are available?
Deciding which school you would prefer your child to attend is an important decision for any parent. The LA will send you a list of all the schools within the borough, both 'mainstream' and 'special'. You have a right to say which school you want your child to go to, either mainstream or special. This will very often be the school or pre-school they already go to. You should discuss this with the SENCo or setting manager.
The LA must agree with your preference, as long as:
the school you choose is suitable for your child's age, ability, skills and SEN;
your child's presence will not damage the education of other children already at the school;
placing your child in the school will be an efficient use of the LA's resources.
Finding out about schools
All schools have information that might help you to make the right choice for your child. This might include:
a school prospectus or brochure;
the SEN policy. All schools have a written policy describing how they will identify and help children with Special Educational Needs. The LA provides schools with additional funds and support to help them meet a wide range of Special Educational Needs;
the most recent Governors Annual Report to Parents;
other policies, such as their behaviour or bullying policy;
their Home-School Agreement;
the OFSTED Inspector's report on the school. Available at 
www.ofsted.gov.uk
Mainstream or special?
There are a number of issues and concerns that you may want to consider when looking through the information. One of the primary considerations parents of children with Special Educational Needs have to make is whether to request a placement in a mainstream or special school. Whatever you decide, it is important to consider all the options available. The PPS (Parent Partnership Service) will be able to help you at this stage.
Generally, the LA will prefer children to be educated in mainstream schools, where this is possible. Some ordinary schools have provision for children with particular needs. For example, they may have good access for physically disabled pupils or special teaching for pupils with hearing or sight difficulties, speech and language difficulties, autism etc.
Once you have a list of possible schools, you should try to find out which ones may be suitable for your child. There will be a description of each special school on the list and you can contact the school direct or speak to the Parent Partnership Officer to find out what type of difficulties the school can help with.
When considering a placement in a special school, perhaps the most important factor is whether the school is able to meet the needs of your child. This may sound obvious, but special schools are set up to meet a particular type of special need, for example, there are schools which deal with moderate or severe learning difficulties, and schools for emotional and behavioural difficulties. It is important that you understand what type of difficulties your child has and the type of school which may be suitable.
Arrange a visit
If you are thinking of asking for your child to go to a new school, you should arrange to visit to see whether the school would be right for your child. When visiting:
ask who you will see and how much time they will be able to spend with you;
ask to see the SENCO if it is a mainstream school;
think about whether you want to take your child - it is sometimes better to leave them with someone for your first visit - discuss this with the school;
take someone with you, such as a friend or relative;
try to go during the school day, so you can see what it is like with the children there;
talk to other parents with children at the school, but keep an open mind, as everyone wants something different from a school;
write down a list of questions you would like to ask, such as how many pupils in each class and what support will your child receive. You might want to know how you will be kept informed about your child's progress.
Transport
Each child undergoing an Assessment of Special Educational Needs will have their individual transport needs assessed against set criteria. This takes into account their, age, mobility and their ability to travel, and the distance from home to school.
Where parents express a preference for a school which is not the nearest suitable school, parents may have to accept responsibility for arranging and funding their own transport.
The Transport Link Officer can be contacted on 01709 822649
What if I don't agree with a decision?
The Final Statement
Before issuing the Final Statement, which includes the name of your child's school, the LA can arrange a meeting with you to discuss your wishes. You may want your child to go to a school that is not run by the LA - a non-maintained special school or an independent school. The LA will consider your wishes carefully but they make the final decision, based on the information available.
If you disagree with the LA
You, your child's school and the LA are partners in your child's education. You should be kept fully informed at all times about your child's education. Your knowledge of your child, together with information from the school and other people involved with your child, should result in proper help being given to your child quickly. If, at any stage, you are not happy with a decision, talk to your child's school or to your Case Officer. They will be happy to discuss your worries. In most cases, the problem can be put right quickly. If you are not happy, there is action you can take.
Disagreement Resolution Service (Mediation)
This service provides an informal way of preventing and sorting out disagreements between parents and the LA or school. This is an additional service parents can use if they want to. It is an opportunity for the LA, schools and parents to meet with an independent person who is not involved in the disagreement. They will not take sides, make judgements or tell people what to do. Using this service does not affect your right of appeal to the SEN Tribunal. Talk to your Parent Partnership Officer for more information.
SEN Tribunal
This is an independent body that hears parents' appeals against LA decisions on statutory assessments and statements. You can appeal to the SEN Tribunal if:
the LA refuse to carry out a statutory assessment of your child after you have asked them to;
the LA refuse to make a statement for your child after an assessment;
you disagree with parts 2, 3 or 4 of your child's statement, when it is first issued or if it is changed later;
your child already has a statement, and the LA refuse to assess your child again or to change the name of the school in that statement;
if you disagree with the LA's decision to stop your child's statement.
The Tribunal hearing is made up of three people - the Chair, who will be a lawyer, and two people who have experience of SEN. The Tribunal will look at the evidence and will make a final decision. In reaching this decision, the Tribunal may consider how the LA's actions compare to the guidance set out in the SEN Code of Practice. Just because the LA has not followed the Code will not always mean their decision was wrong. But the Tribunal will expect the LA to explain why they have not followed the Code's guidance when it is relevant to the decision they have made.
You can go to the Tribunal on your own, or voluntary organisations or parents' groups can help you prepare your case and go with you. You can also ask up to two people who know your child to speak for you at the Tribunal.
When should you appeal?
You should apply to the Tribunal no later than 2 months after the LA tell you a decision, so that the appeal procedure does not delay any special educational help your child needs.
More information about the Tribunal is available in a special booklet you can get from the SEN Tribunal at:
Special Educational Needs & Disability Tribunal,
Mowden Hall, Staindrop Road, Darlington, DL3 9BG
telephone 01325 391041
email tribunalqueries@sent.gsi.gov.uk
If the Tribunal cannot deal with your complaint
You may be able to make a complaint to the Local Government Ombudsman if your complaint is about something that the Tribunal does not deal with. For example, if your complaint is about the LA's failure to:
keep within time limits;
make sure that the help your child needs is provided, as set out in the statement.
Booklets about the Ombudsman are available from: Commission for Local Administration in England, 21 Queen Anne's Gate, London SW1H 9BU. telephone 020 7915 3210.
What happens next?
The Annual Review
Once your child has been issued with a Statement of SEN, their progress must be reviewed annually.
The Annual Review process is in four parts:
collecting information, including a chance for you to have your say;
holding an annual review meeting, to which you will be invited;
the head teacher's report of the annual review meeting to the LA, which will be copied to you;
the LA's review of the statement, of which you will be informed.
Your child's school or SENCo will write to you, telling you the date of the review meeting and inviting you to attend. Before the meeting, the school or SENCo will ask you to send in your views on your child's progress over the past year. The school, SENCo, the Parent Partnership Service, a voluntary organisation or a parents' group can help you give your views.
Remember, your views are very important. You may like to give your views about:
your child's progress over the last year;
what has pleased you and also any concerns;
what you feel are your child's needs in school for the coming year;
what you think you and the school can do to help meet those needs.
Other reports may be provided by the school and professionals working with your child, such a speech and language therapist. Two weeks before the meeting, the school will send you copies of all the views they have received.
The Annual Review meeting
At the meeting, all the people who are involved with your child, including you, will discuss your child's progress. This progress will be looked at against targets that were set in your child's Individual Education Plan (IEP). New goals will be agreed for next year.
The people at the meeting will also look at your child's statement and decide if any changes need to be made to it. Your views are very important and it is important that you go to the meeting if you can. Take a friend or relative if you want to, to give you support but let the school know you are doing this. Your child will be asked to attend at least part of the meeting, if this is felt to be appropriate.
The Head Teacher or pre-school manager must write to the LA within 10 working days of the Annual Review meeting, or by the end of term, whichever is the sooner. They will recommend any changes that should be made to the statement.
When is the statement likely to change?
Normally, your child's statement will not change, as the Annual Review will set short term targets that will continue to work towards the long term objectives described in the statement.
The Final Amended Statement of SEN
The statement may be changed, or 'amended', for a number of reasons. These include:
your child's needs may have changed a lot;
the LA decide that different kinds of extra help are necessary;
your child has to move to a different school.
The LA will decide whether they should make any changes to your child's statement. They will then write to you, your child's school and the professionals involved in the Annual Review. You can ask for a meeting with the LA to discuss the changes they want to make, within 15 days of hearing from them. The LA must consider your views before making any changes. They must tell you their final decision and any changes they have made within 8 weeks of suggesting a change.
The statement will be amended when your child changes school. When they transfer from pre-school to infant school, infant to junior school, or from primary to secondary school, the statement must be amended by 15 February in the year your child is due to change school. The Annual Review should consider the forthcoming transfer and agree recommendations about the kind of school your child should go to.
You have the same rights to choose a school as you had when your child's statement was first made, including dealing with any disagreements (see What school options are available & What if I don't agree
How long does a statement last?
Transition planning
When your child reaches Year 9 (aged 14), their Annual Review is particularly important in preparing for their move to further education and adult life. This meeting can involve all those people and organisations who will play a major role when your child leaves school. This will include the Connexions Service and could include your Social Services Department. The Head Teacher of your child's school will prepare a Transition Plan in addition to the Annual Review Report, with input from you and your child.
Choices after 16
Depending on your child's interests and abilities, they can stay on at an ordinary or special school, or can move to a college of further education or into work-based training. Further education is available for all young people over the age of 16. If your child has a statement of SEN, everyone involved in transition planning will consider the possibilities of further education.
The Connexions Service
If your child wants go to a further education college or to a work-based training, the Connexions Service will assess what will have to be provided so that your child can carry on with their education or training. Connexions will work with further education and training providers to make sure your child gets the help they need.
If you have any questions about the choices open to your child after 16, the Connexions Service 01709 310621 and your child's school can give you and your child help and advice.
connexions south yorkshire
Ceasing a Statement
Your child could have a statement for their whole school career, or for just a part of it. Through the annual reviews of your child's statement, the LA may decide that your child can continue to make good progress with the extra help that an ordinary school can provide. If they decide this, they can cease your child's statement.
If the LA want to stop your child's statement, they will write and tell you, giving their reasons. If you disagree, you should tell them. If the LA then cease the statement and you still disagree, you can ask for the disagreement to be sorted out informally and at the same time, you have a right to appeal to the SEN Tribunal see What if I don't agree
The LA will stop the statement if your child leaves school after year 11. If your child stays at school, the LA can keep the statement until your child is 19, or till the end of the school year, to make sure they finish a course.
Can you ask for your child to be assessed again?
Even if your child has a statement, you and your child's school can ask for a new statutory assessment. The LA must do a new assessment as long as:
your child has not been assessed in the last six months;
AND
the LA agrees that another statutory assessment is needed.
This decision will be made in the same way as for a first statement. The LA will tell you whether they have decided to re-assess and if not, the reasons. If you disagree, you can appeal to the SEN Tribunal see What if I don't agree.
What happens if you move to another LA area?
If you are going to move, you should let your child's school and the LA know. You should talk to your present LA and your new LA about your child's needs and the best way of making sure they continue to be met. When you move, your old LA will send your child's statement to your new LA and your child's school will send all your child's school records to the new school. Within 6 weeks of receiving your child's statement, the new LA must tell you when they will review the statement or whether they are going to carry out a new statutory assessment of your child. Remember, your views are very important.
If your child goes to a non-maintained special school, independent school or residential school, the new LA must pay any fees that your previous LA paid, until they change the statement.
If you disagree with any changes that the LA makes, you can ask for the disagreement to be sorted out informally and at the same time, you have a right to appeal to the SEN Tribunal. see What if I don't agree.
Who can help?
Rotherham Parent Partnership Service (PPS)
The Parent Partnership Service is available to all parents or carers of children who have, or may have, special educational needs (SEN).
The service is impartial, free and confidential. We aim to empower parents and carers to play an active and more informed part in their child's education. We want to help parents, carers, professional workers and schools work together to raise the achievement of children with special educational needs.
The services we offer include:
Confidential, impartial advice and information on special educational needs
Information about Education, Health and Social Services, Voluntary Organisations and Support Groups
A termly parent's information sharing workshop
Training for parents, professionals and volunteers
The Service is also able to offer individual support to parents/carers, including:
Helping to communicate with schools and other services
Supporting at official meetings with school or other services
Looking at the choices available for meeting a child's needs
Helping to make sure that the child's views are heard
Helping to put views in writing and explaining letters, reports and documents
contact
Parent Partnership Service, Norfolk House, Walker Place, Rotherham. S65 1AS
telephone 01709 823627
www.rotherhamparentpartnership.com
LA Case Officer/ Named Officer
This is the person responsible for dealing with your child's case within the LA. They will be able to tell you how your child's assessment is progressing and deal with any queries you may have. They will be able to talk to you about the level of support being provided and what it means. They act as a liaison between you and other professionals, such as the Educational Psychologist and they can also contact the school on your behalf to talk about concerns you may have. If you are not happy with the decision, they will explain why the decision was made and what to do about it.
Educational Psychology Service
The Educational Psychology Service is employed by the Council and work in a number of ways to provide quality psychological advice:
Advice and support to parents, carers, teaching staff and other key adults who work in a variety of settings including schools, children's homes, early excellence centres and nurseries.
Observation and assessment of children with Special Educational Needs/Additional Needs. We will undertake work with children, talk to parents, teachers and other key adults.
Provide advice to the Council as part of our Statutory Duties.
Liaise with Health Professionals, Social Services and other stakeholders.
Provide Continued Professional Development and undertake research.
Manage the Under 4's Home Teaching Service (Portage Service).
In all our work, we aim to help remove barriers to achievement and extend inclusive practice. This is achieved by a focus on:
Partnership Working
Emotional Well Being
Thinking and Learning
We prioritise complex difficulties, situations and issues and at the same time offer a flexible service with an emphasis on early connection, consultation and intervention.
In all our work we try to balance support and challenge in order to promote equality of opportunity and inclusive attitudes.
Inclusion Support Services
Inclusion Support Services (ISS) are a component of the Inclusion Section of Education, Culture and Leisure Services.
ISS operate in the context of the national drive to promote inclusion and raise standards, particularly through the implementation of the Education Act 1996, the SEN & Disability Act 2001 and the SEN Code of Practice, as well as supporting the Strategic Leader, Inclusion in the delivery of the RMBC agenda to open up learning opportunities for all and raising educational achievement and skill levels.
ISS is comprised of specialist teachers, principal officers and assistants, with administrative support, working within particular disciplines to address a range of special educational needs and other barriers to learning. Each component is led by a specialist in that particular field under the overall management of the Head of Inclusion Support Services.
The high quality of the Inclusion Support Services, then entitled Special Educational Needs Support Services, was highlighted in the LEA OFSTED inspection report of 1999 and 2001 and subsequently through Audit Commission Surveys. Council approved the change of name to Inclusion Support Services with effect from January 1st 2003 in order to reflect both the key role of the Services in taking forward the Council's Inclusion agenda, and the expanded range of services now included within ISS.
Acting Head of Inclusion Support Services
email ann.clegg@rotherham.gov.uk
telephone 01709 336611
How are schools funded to support children with Special Educational Needs
Rotherham Local Authority has reviewed the way we support children with Special Educational Needs (SEN) in mainstream schools. Schools were consulted and have agreed to changes in delegating funding for pupils with SEN, with effect from 1st April 2006. More information 
SEN Funding Formula [83Kb]
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