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Needs Code February 2017

Draft%20Additional%20Learning%20Needs%20Code%20February%202017

Needs Code February

Draft Additional Learning Needs Code February 2017

  • Page 3 and 4: Contents Page Chapter 1: Introducti
  • Page 5 and 6: Local Authorities’ duty to decide
  • Page 7: Chapter 18: Avoiding and resolving
  • Page 10 and 11: (ii) This Code imposes requirements
  • Page 12 and 13: Local Authorities 1.19 The local au
  • Page 14 and 15: Chapter 2: Principles of the Code S
  • Page 16 and 17: collaboration and involvement - ref
  • Page 18 and 19: individual learners receive a tailo
  • Page 20 and 21: Chapter 3: Involving and supporting
  • Page 22 and 23: staff supervision; sharing good pra
  • Page 24 and 25: 3.21 Where a child has ALN this sho
  • Page 26 and 27: have a sense of co-ownership. It ne
  • Page 28 and 29: young person. This might include pr
  • Page 30 and 31: Chapter 5 - Role of the ALNCo Summa
  • Page 32 and 33: overseeing the day-to-day operation
  • Page 34 and 35: 5.20 Teaching practitioners who nee
  • Page 36 and 37: Where a teacher, or member of staff
  • Page 38 and 39: They oversee campus co-ordinators w
  • Page 40 and 41: Does the person have a significantl
  • Page 42 and 43: environmental factors. 6.21 Equally
  • Page 44 and 45: Initial Considerations - Welsh or E
  • Page 46 and 47: ensuring integration of plans and/o
  • Page 48 and 49: DOES A CHILD BELOW COMPULSORY SCHOO
  • Page 50 and 51: Chapter 7.1: Identification of ALN
  • Page 52 and 53:

    signs that the child experiences co

  • Page 54 and 55:

    the child already has an IDP being

  • Page 56 and 57:

    Children attending non-maintained s

  • Page 58 and 59:

    likely to be and the intervention r

  • Page 60 and 61:

    significant delays in language func

  • Page 62 and 63:

    fails to match or better the child

  • Page 64 and 65:

    Duty to decide 7.2.32 Where the sch

  • Page 66 and 67:

    Chapter 7.3: Identification of ALN

  • Page 68 and 69:

    a learner is struggling on their co

  • Page 70 and 71:

    7.3.19 A judgement has to be made i

  • Page 72 and 73:

    DECISION ON ADDITIONAL LEARNING NEE

  • Page 74 and 75:

    information about the right to requ

  • Page 76 and 77:

    Maintained School Decisions - Recon

  • Page 78 and 79:

    Dear, Following our correspondence

  • Page 80 and 81:

    Example Dear, Following our corresp

  • Page 82 and 83:

    DECISION BY FEI THAT YOUNG PERSON D

  • Page 84 and 85:

    A third party, for example a friend

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    the person is a young person who do

  • Page 88 and 89:

    9.2.14 Where it is brought to the a

  • Page 90 and 91:

    Act and subject to its exceptions.

  • Page 92 and 93:

    9.2.34 A local authority is not req

  • Page 94 and 95:

    easonable steps to secure that the

  • Page 96 and 97:

    considers that the young person has

  • Page 98 and 99:

    Wales if the person is wholly or ma

  • Page 100 and 101:

    epresentations 138 . These processe

  • Page 102 and 103:

    Chapter 10: Preparing an IDP Summar

  • Page 104 and 105:

    10.12 For some children or young pe

  • Page 106 and 107:

    people will still need to be provid

  • Page 108 and 109:

    10.39 Where the local authority is

  • Page 110 and 111:

    10.51 Once reports have been receiv

  • Page 112 and 113:

    Seeking views on the IDP document 1

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    to secure any treatment or service

  • Page 116 and 117:

    11.15 In addition to the mandatory

  • Page 118 and 119:

    11.29 Any information provided by o

  • Page 120 and 121:

    11.39 In order to determine the pro

  • Page 122 and 123:

    Timeline of key events i. A summary

  • Page 124 and 125:

    Chapter 12: Preparing an IDP - Mult

  • Page 126 and 127:

    12.11 After deciding that a child o

  • Page 128 and 129:

    Models of multi-agency working 12.2

  • Page 130 and 131:

    provide advice to staff on the modi

  • Page 132 and 133:

    12.42 To help health bodies underta

  • Page 134 and 135:

    interventions, deliver agreed healt

  • Page 136 and 137:

    Chapter 13: Considerations for Loca

  • Page 138 and 139:

    child or child’s parent is expres

  • Page 140 and 141:

    elation to the statutory infant cla

  • Page 142 and 143:

    13.29 When deciding whether a young

  • Page 144 and 145:

    person for ALP can only be met if i

  • Page 146 and 147:

    Chapter 14: Review and Revision of

  • Page 148 and 149:

    the intended outcomes, or any parti

  • Page 150 and 151:

    whether the child or young person s

  • Page 152 and 153:

    14.34 At the end of the review meet

  • Page 154 and 155:

    Timescales for when a child, child

  • Page 156 and 157:

    concerned and may include the other

  • Page 158 and 159:

    PROCESS FOR REVIEWING AN IDP WHERE

  • Page 160 and 161:

    15.6 Duties to prepare and maintain

  • Page 162 and 163:

    classroom teaching that can be util

  • Page 164 and 165:

    Limitation on ceasing to maintain p

  • Page 166 and 167:

    Chapter 17: Transition and Preparin

  • Page 168 and 169:

    advance. This will help the new cla

  • Page 170 and 171:

    In this instance: The child is to h

  • Page 172 and 173:

    parent and young person will need t

  • Page 174 and 175:

    important where the review meeting

  • Page 176 and 177:

    17.45 Where it is known that a youn

  • Page 178 and 179:

    18.5 Staff that are delivering thes

  • Page 180 and 181:

    must cover the way that schools/FEI

  • Page 182 and 183:

    parties. 258 Independent person(s)

  • Page 184 and 185:

    disagreements, including in relatio

  • Page 186 and 187:

    Independence of advocate 18.49 The

  • Page 188 and 189:

    Case friends 18.61 [This section se

  • Page 190 and 191:

    eakout sessions to discuss how to e

  • Page 192 and 193:

    Decisions the Education Tribunal Ca

  • Page 194 and 195:

    APPEALING A DECISION TO THE EDUCATI

  • Page 196 and 197:

    person has ALN and to prepare, main

  • Page 198 and 199:

    Dual-registered children and young

  • Page 200 and 201:

    ehind their peers. It should involv

  • Page 202 and 203:

    20.45 Local authorities should take

  • Page 204 and 205:

    or training for the detained person

  • Page 206 and 207:

    20.66 Where an IDP was being mainta

  • Page 208 and 209:

    20.80 In some instances a Welsh-res

  • Page 210 and 211:

    meaning given by section 36 of the

  • Page 212 and 213:

    “personal education plan (“cyll

  • Page 214 and 215:

    ‘unavailable’ when a risk asses

  • Page 216 and 217:

    Annex C - Different external agenci

  • Page 218 and 219:

    ANNEX D - EXAMPLE INDIVIDUAL DEVELO

  • Page 220 and 221:

    Reasons for decisions made Timeline

  • Page 222 and 223:

    The views, wishes and feelings of t

  • Page 224 and 225:

    Important to Josie now Getting her

  • Page 226 and 227:

    communicate what Josie wants and ne

  • Page 228 and 229:

    ALP to be provided Placement at a s

  • Page 230 and 231:

    school and home To introduce the ca

  • Page 232 and 233:

    Reasons for decisions made Initial

  • Page 234 and 235:

    Annex: Date May 2014 June 2015 July

Traded services offered to maintained schools 2012/13
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
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