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Needs Code February 2017

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

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whether the child or young person still has ALN and, if so, whether their needs have changed; whether the ALP is still appropriate; and the continued suitability of the intended outcomes and, if appropriate, new or revised outcomes that ought to be discussed at the meeting. 14.23 Written contributions might be usefully provided using the Person- Centred Practice headings (Chapter 10). 14.24 Before a review meeting, the school, FEI or local authority responsible for maintaining an IDP should provide a report to the child, child’s parent or young person on their progress. They should also invite feedback and views from the child, child’s parent or young person two weeks before the meeting. However, the child, child’s parent or young person may wish to wait and make their feelings known at the meeting. 14.25 Where professionals have supplied advice in advance of the meeting, this should also be sent to the child, child’s parent or young person. The school, FEI or local authority responsible for maintaining an IDP should explain to the child, child’s parent or young person that professionals may not always be able to attend all review meetings and that if beyond the review meeting, the child, child’s parent or young person wish to discuss matters of concern in the professionals' reports, they should first approach the school, FEI or local authority responsible for maintaining the IDP. 14.26 Where the review is likely to have a particular emphasis on the child or young person’s transition to adulthood, such as next steps or leaving school, it should be considered whether a careers advisor should be invited. Further information is found in Chapter 17. 14.27 When a child has been excluded from school, the views of the most appropriate former teacher and any other professionals who know the child should be sought. Children that have been excluded from school, and their parents, may need sensitive and positive encouragement to contribute to all stages of the review. The location of review meetings 14.28 In most cases, the most suitable setting for the review meeting will be at the school, FEI or early years setting which the child or young person attends. Sometimes, it will be more appropriate for the meetings to take place in a hospital, the parent’s home or the local authority’s offices. It is usually appropriate that someone who works with the child or young person regularly, in most cases a person from the school or FEI, leads the review. This might be the ALNCo, but may also be the learner’s head of year, form tutor, teacher or lecturer who is closely involved in supporting the child or young person. They will know the child or young person well, will have the closest contact with them and will have the clearest information about progress and next steps. Page | 142

14.29 Reviews led by the school or FEI will engender the greatest confidence amongst the child, child’s parent and young person. The discussion being led by a member of staff with good knowledge and understanding of the child or young person, who is aware of their ALN, will further strengthen this confidence. The format of reviews 14.30 The format for the IDP review meeting should be the same as that for developing an IDP. This includes having regard to the views, wishes and feelings of the child, child’s parent or young person, the importance of the child and the child’s parent or the young person participating as fully as possible in decisions relating to the exercise of the function concerned and the importance of the child and the child’s parent or the young person being provided with information and support necessary to enable participation in those decisions. 211 Although the professionals invited to attend the meeting will depend on the child or young person’s needs, the conduct of the meeting should always follow a similar format. 14.31 The principal difference of a review meeting compared with the original IDP preparation meeting is that it will require those contributing to the review to consider whether the ALP which has been delivered has led to the outcomes being achieved. There should be no need to repeat or reconsider background information or evidence unless a change has occurred, in which case it can simply be annotated on the IDP. Children, their parents or young people are likely to become disengaged if reviews are repetitious. 14.32 The review meetings must: gather and analyse any new information or evidence that has come to light in relation to the child or young person’s ALN; consider if the description of ALN set out in the IDP is still correct in the light of any new information or evidence; explore whether the outcomes set out in the IDP are still suitable and whether new outcomes and/or interim targets would be appropriate, and update the IDP to reflect this; consider the continuing suitability of the ALP in the IDP in the light of the child or young person’s progress towards the outcomes and any interim targets set around those outcomes; assess whether any additional ALP is required; and seek advice from all relevant professionals. 14.33 To aid in the evaluation and assessment of the child or young person’s ALP, impact monitoring is a useful tool. The shorter term targets can indicate which ALP is meeting the needs of the child or young person, and ALP which is no longer required and/or not having its desired effect. 211 In order to comply with the requirement of section 6 of the Act – see also Chapter 3. Page | 143

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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