A Manual Of Good Practice In Special Educational Needs

The steps in identifying and assessing a child's special educational needs in the pre-school period

STEP 1 Referral: The child is referred to educational services by parents or, with their consent, by a medical officer or other professional involved.

STEP 2 Dissemination of information: Parents are informed about services available and are invited to have their child assessed, usually by an educational psychologist in the initial stage.

STEP 3 Initial assessment: An educational psychologist visits the home or educational setting to meet child and parent, to provide basic information, to answer questions and, perhaps, to conduct initial assessment to determine which other members of the educational service should be involved. At this point other professionals are formally informed about the involvement of educational services and arrangements are made for collaboration.

STEP 4 Completion of first round of assessment: All members of educational services conduct their assessment, co-ordinated where possible with that of other departments. Reports are prepared and findings discussed with parents. (Parents and professionals may agree that the child does not have special educational needs and that no exceptional measures are required.)

STEP 5 Profile of needs and decisions about recommended provision: An initial profile of the child's development and needs is drawn up. Parents are informed about the range of provision available and decisions are taken about the forms of provision recommended and whether, if the child is aged two or over, a Record of Needs should be opened. (Some children and families will withdraw at this stage if the child does not have special educational needs.)

STEP 6 Provision is made and, where appropriate, a Record of Needs opened: The education authority offers provision. Concurrently or before this action, perhaps at Step 5, where a Record of Needs is to be opened, the Director of Education sends the parents a letter inviting them to have their child examined by a medical officer and assessed by an educational psychologist. As a result of advice from the assessment team, a draft Record of Needs is prepared in consultation with the parents. At this point the parents state whether they wish a Named Person - a person agreeing to act as adviser and friend. The Record is opened and a copy is sent to the parents, to the psychological service and to the nursery unit or school attended. Provision is made as recommended on the Record of Needs by members of the multi-disciplinary team. In instances when parents do not agree with the terms of the Record or the decision to open a Record, they may follow appeals procedures laid down in the Education (Scotland) Act, 1980.

STEP 7 Review of progress: Where the child is receiving specialist services on a continuing basis, progress is closely monitored and reported to the parents. The progress of children is generally reviewed and, if necessary, reassessed at intervals of around one year.

STEP 8 Preparation for school: About one year prior to formal admission to school, or earlier if requested by the parents, the child's development and progress are assessed by members of his or her multi-professional team. The implications of the child's special educational needs for school provision are considered and options are explained to his or her family, who may take up offers to visit the schools suggested and may suggest others. As a result of the assessments and discussions a meeting is held with the parents, staff in any existing provision and staff in the optional schools. This may be the step at which a Record of Needs is opened for some children. Once decisions have been taken about the school and the support to be provided, the child is assisted to make the transition. If a Record of Needs has been opened, its terms are amended in line with the recommendations, and the parents' approval sought.

STEP 9 Post-placement assessment: About 3-6 months after placement the child's progress is reviewed and the effectiveness of support systems is evaluated. Adjustments are made in line with recommendations. It is often at this stage that the professionals with pre-school remits withdraw and hand over responsibilities to colleagues.

EPSEN p 29

FGP C1

Key area: making decisions

Aspect: pre-school years

The role of: all concerned

Theme i: policy in relation to the arrangements for early identification and assessment of special educational needs, as recommended in EPSEN steps 1-9 for the pre-school years

• The policy takes account of the requirements of the Education (Scotland) Act 1980, the Children (Scotland) Act 1995, and national advice about meeting the special educational needs of young children.

• The assessment policy focuses on the strengths as well as development needs, and due regard is given, without discrimination, to the child's disability, gender, racial origin, religious, cultural and linguistic background.

Theme ii:guidance and support procedures for identifying, assessing and providing for special educational needs

• Steps are taken to ensure that parents participate at all stages and understand what is being assessed and for what reason. Interpreters and translated material are provided for parents who have a sensory impairment and those for whom English is an additional language.

• There are procedures to ensure effective partnership between parents and the different professionals from agencies involved in pre-school provision.

• The role of each professional involved in multi-disciplinary assessment is specified and parents are given this information.

• There are guidelines on methods of identification, assessment and progress review of the special educational needs of children which give due regard, without discrimination, to disability, gender, racial origin, religious, cultural and linguistic background.

• Children are assessed in situations in which they are most comfortable and confident, such as in their own homes, and over a period of time, to ensure that the child's performance is not affected by fatigue. They are encouraged, where possible, to participate in decision making.

• The results of the assessment are discussed fully by all professionals and with parents and amended as necessary. The outcomes include: a written profile of the child's strengths, difficulties and needs and the agreed plan of activities and resources to promote development, including specialist services and placement, as appropriate. Where the child is aged two or over, the local authority decides whether a Record of Needs should be opened.

• Where special educational needs are identified an IEP is prepared, implemented, evaluated and updated regularly. Parents are given clear advice about how they can help their child.

• Arrangements are made for reviewing the child's progress by a specified date and those with responsibility for action, including parents, are specified.

• Staff development is provided for professionals from the multi-disciplinary team; where possible, this is undertaken jointly. Where necessary, parents are offered training.

• Transition arrangements between home and pre-school centre and then to school are implemented effectively and evaluated with the active participation of all parties.

Theme iii:implementation and evaluation of practice

• Assessment policy and procedures are implemented consistently and evaluated regularly with all parties.

STEP 1 Identification of difficulties in learning: Through the procedures normally used in the classroom, the class teacher assesses individuals' learning difficulties. Where relevant, reference is made to previous school reports and to information given by parents. The teacher takes action to overcome the learning difficulties within a defined period, generally by adjusting the class programme. The teacher reassesses, making a record of the problems faced by individuals, and their learning strengths.

STEP 2 Referral to learning support co-ordinator: The class teacher consults with the learning support co-ordinator and together they plan, record and implement courses of action for those pupils who have continuing difficulties. Parents are informed and consulted. Additional assistance may be given to the individual by promoted staff, another teacher, or the learning support specialist attached to or on the staff of the school. Arrangements are made to review progress. At this point, the school has set up learning support arrangements which assist the majority of the pupils with special educational needs to make progress. Their progress and the nature of provision are monitored and necessary adjustments are made. In secondary schools, guidance staff will be involved in monitoring the progress of pupils.

EPSEN p 38

FGP C2

Key area: making decisions

Aspect: school years: steps 1-2

The role of: all concerned

Theme i: policy in relation to the arrangements for the early identification and assessment of special educational needs, as recommended in EPSEN Steps 1-2

• The policy takes account of the requirements of the Education (Scotland) Act 1980, the Children (Scotland) Act 1995 and national advice about meeting the special educational needs of children/young persons.

• There is an assessment policy and arrangements for identification and assessment and monitoring progress in respect of ALL pupils in the school.

Theme ii:guidance and support procedures for identifying, assessing and providing for special educational needs

• There are guidelines on methods of identification, assessment and progress review of the special educational needs of children/young persons, which give due regard, without discrimination, to disability, gender, religious persuasion, racial origin, cultural and linguistic background.

• Steps are taken to ensure that parents participate at all stages and understand what is being assessed and for what reason. Interpreters and translated material are provided for parents who have a sensory impairment or for whom English is an additional language. Children/young persons are not asked to mediate as interpreters and parents are consulted about the choice of interpreter.

• Professional development is provided to ensure that all teachers and other professionals have the relevant skills and knowledge to assess barriers to learning.

• The extent and rate of the pupil's attainment of goals are monitored at regular intervals over a period of time and information is gathered from all relevant settings, such as the home, school or other relevant context.

• Appropriate record-keeping and reporting arrangements are in place and information is accessible to all relevant parties.

• The child/young person participates actively at every stage of the process.

• School-based learning support is involved, as appropriate.

Theme iii:implementation and evaluation of practice

• Assessment policy and procedures are implemented consistently and evaluated regularly on a joint basis.

STEP 3 Referral to support services outwith the school: Where a pupil's special educational needs are not being met within the resources of the school, the learning support co-ordinator and class teacher consult with the headteacher (or member of staff responsible for liasing with outside agencies). Where it is decided that further assistance is required, the headteacher may first seek advice from an adviser or learning support specialist from outwith the school. The next step is to seek parents' permission to refer the child to the psychological service. In good practice referral is in writing and specifies (a) the individual's strengths, and any needs which have been identified; (b) the parents' views; (c) actions taken by the school; and (d) indications of the assistance required.

STEP 4 Consideration of the pupil's needs by the educational psychologist: The educational psychologist meets the parents and assesses the pupil in the school and in other contexts as required. A course of action is recommended in writing with, where appropriate, advice on the content of the curriculum and learning and teaching strategies. Other members of support services may also assess the pupil at this stage and make recommendations. Where recommended action takes the form of an educational programme, arrangements are made for review and evaluation, in consultation with parents and school staff. No further steps are required for many pupils but the support services and school, in consultation with parents, continue the process of monitoring progress and adjusting provision in line with needs.

EPSEN p 38

FGP C3

Key area: making decisions

Aspect: school years: steps 3-4

The role of: all concerned

Theme i:policy in relation to the arrangements for the early identification and assessment of special educational needs, as recommended in EPSEN steps 3-4

• The particular arrangements for identification and assessment of the pupil's special educational needs build on steps 1-2 (see above).

• The policy takes account of the requirements of the Education (Scotland) Act 1980, the Children (Scotland) Act 1995, and national advice about meeting the special educational needs of children/young persons.

• There is an assessment policy and arrangements for identification and assessment and monitoring progress in respect of ALL pupils in the school.

Theme ii: guidance and support procedures for identifying, assessing and providing for special educational needs

• There are guidelines on methods of identification, assessment and progress review of the special educational needs of children and young persons which give due regard, without discrimination, to the disability, gender, religious persuasion, racial origin, cultural and linguistic background.

• Steps are taken to ensure that parents participate at all stages and understand what is being assessed and for what reason. Interpreters and translated material are provided for parents who have a sensory impairment or for whom English is an additional language. Children/young persons are not asked to mediate as interpreters and parents are consulted about the choice of interpreter.

• The permission of the parent and child/young person for referral to the educational psychologist, or other agency, is actively sought and they participate fully at every stage of the process.

• A written referral request is made by the school, specifying the individual's strengths and needs, parents' views, action already taken at school and assistance required.

• Written reports of the recommendations of the psychologist and other relevant professionals are produced, detailing, where appropriate, advice on the content of the curriculum, teaching and learning strategies, resources needed and schedule for monitoring attainment of goals.

• The results of the assessment are discussed fully by all professionals and with parents and child/young person and amended as necessary.

• Where special educational needs are identified which require an IEP then one is prepared, implemented, evaluated and updated regularly.

• Appropriate record-keeping and reporting arrangements are in place and information is accessible to all relevant parties.

• Professional development is provided to ensure that all teachers and other professionals have the relevant skills and knowledge to assess barriers to learning.

Theme iii: implementation and evaluation of practice

• Assessment policy and procedures are implemented consistently and evaluated regularly with all parties involved.

STEP 5 Consideration is given to opening a Record of Needs: The headteacher, parents and, normally, the educational psychologist consider whether a Record of Needs should be opened. In most cases there will be agreement about whether or not a Record may be required. While it is good practice to seek a consensus in this way the Education (Scotland) Act 1980 does not require a consensus and it is for the education authority to take the decision as to whether a Record of Needs must be opened. The parents may request an assessment to inform the process of considering whether a Record is required. Where it is felt that a Record may be required the statutory procedures are initiated. School staff prepare a report on their view of the child's strengths and needs.

STEP 6 Medical examination and psychological assessment: The child is assessed. Parents have the right to be present at the medical examination and should be invited to discussions with the educational psychologist. The medical officer and the psychologist prepare reports. Staff in school, meantime, continue to give the pupil assistance.

STEP 7 Discussion with parents: The professionals, including representatives of school staff, meet with parents to discuss results of the assessments. The views of those involved as to whether a Record should be opened are communicated to the education authority along with the results of the assessments.

STEP 8 Opening the Record of Needs: If the authority decides that a Record of Needs should be opened, then the pupil's special educational needs are defined and the provision required to meet these needs is specified. The Record is drafted and a copy is sent to parents for comment. Once the authority has considered the parents' comments, the terms of the Record are finalised. Copies are sent to parents, school and psychological service. Parents may appeal against the decisions to open or not to open a Record, against the terms of the Record and against proposed placement. School staff prepare or update their individualised educational programme for the pupil; learning and teaching targets are set and the date of the review agreed.

EPSEN p 38

FGP C4.1

key area: making decisions

Aspect: School years: steps 5-8, the process of statutory assessment

The role of: all concerned

Theme i: policy in relation to the arrangement for the process of statutory assessment

• The authority's policy on the assessment of children with special educational needs takes account of the requirements of the Education (Scotland) Act 1980, the Children (Scotland) Act 1995, and national advice about meeting the special educational needs of children/young persons.

• The particular arrangements for the identification and assessment of the pupil's special educational needs build on steps 1-4 (see above). The extent and rate of the child/young person's progress is monitored over a period of time and information is gathered from all relevant settings, such as home, school or pre-school provision.

Theme ii: guidance and support procedures for the conduct of statutory assessment

• The authority's assessment guidelines take account, without discrimination, of the child's or young person's disability, gender, religious persuasion, racial origin, cultural and linguistic background.

• Parents and the child/young person are in possession of the assessment guidelines to ensure that they understand the criteria for statutory assessment and opening Record of Needs. They participate actively at every stage of decision making.

• There is on-going direct personal contact between the psychologist and the child/young person, particularly in the context of assessment of the child/young person at home.

• Staff development is provided to ensure that professionals in schools, support services and agencies have the skills and knowledge to undertake assessments.

• There are procedures to enable the contribution of teachers, the psychologist, the medical officer, social workers and other staff to be efficiently and effectively co-ordinated so that the process develops smoothly and coherently.

• Results of assessments are shared openly with parents and the child/young person and all other professionals who have contributed to the process.

• A report is written, based on the above, and reflects the views of all contributors. The report is written in terms understandable to the parents.

• Appropriate record-keeping and reporting arrangements are undertaken and information is accessible to all relevant parties.

Theme iii: implementation and evaluation of practice

• Assessment policy and procedures are implemented consistently and reviewed regularly in collaboration with all parties involved.

FGP C4.2

Key area: making decisions

Aspect: school years: steps 5-8, the process of statutory decision making

The role of: all concerned

Theme i: the Case Conference

• The inter-agency approach is co-ordinated by the local authority.

• Parents and young persons receive, well in advance, copies of all working papers to be considered and know that they may be accompanied by another person who is allowed to take a full and active part in the meetings. Interpreters and translated material are provided for parents who have a sensory impairment or for whom English is an additional language.

• The Chairperson ensures that the timing, venue and atmosphere are conducive to full participation by all.

• The Chairperson explains that the purpose of the conference is to share views about whether the child/young person has special educational needs and, if so, the nature of these needs The Chairperson should emphasise that the decision whether or not to open a Record of Needs rests with the education authority. The remit of each participant is explained.

• A report of the meeting is written in a way that outlines clearly all decisions, recommendations and expected outcomes. All parties, including the parents and, where appropriate, the child/young person, should be entitled to contribute to, and receive a copy of, the written report.

• Policy and practice in respect of case conferences is regularly evaluated in collaboration with all parties involved.

Theme ii:notification of the local authority's decision

• The criteria for opening Records on Needs are applied, with the support of the Level of Needs Matrix in Interchange 40 (see Appendix), and a decision on whether or not to open a Record of Needs is promptly taken.

• Parents and young persons are given written notice of the decision and reasons for it as soon as possible.

• Whether the decision is to record or not to record, the reasons for that decision should be based on information from the assessment process. The parents of a child, or of a young person who is incapable of expressing his/her views, or in any other case the young person him/herself, should be notified of the decision and the reasons for it. The parents or young person should be advised of their right to appeal against the decision.

• If the decision is to record, parents or young person, as appropriate, should also receive a full explanation of the terms of the proposed Record and advised of their right to express their views within 14 days.

• After due consideration of the above, parents and young persons are notified of the terms of the Record and the name and address of the Named Person (unless the parents or young person declines the offer of one).

• Parents and young persons are advised of their right of appeal against the terms of the Record opened by the authority.

• All statutory letters, and the actions arising from them, take adequate account of the time scales required by the legislation and letters are written in a form which is easily understood. Translated material is provided for parents who have a sensory impairment or for whom English is an additional language.

• The process of assessment and recording is undertaken expeditiously and completed, if possible, within 6 months

• The procedures are implemented consistently and evaluated regularly in collaboration with all parties involved.

Theme iii:resolving disagreements and statutory Appeals

• Steps are taken to ensure that parents and young persons understand the terms and procedures for handling disagreements and statutory appeals to the authority, the Secretary of State and the Sheriff.

• There is a policy outlining the authority's commitment to resolve disputes informally and in the spirit of partnership. The assistance of an impartial third party is provided for parents and young persons, where appropriate.

• Members of the Education Authority Appeal Committee meet their statutory duties under the 1980 Act.

• Appeals to the Education Authority Appeal Committee, the Secretary of State and Sheriff are handled efficiently and parents are informed promptly of the outcomes and implications.

• All letters are written in a form which can be easily understood by all parties and interpreters and translated material are provided for parents who have a sensory impairment or for whom English is an additional language.

• The procedures are implemented consistently and evaluated regularly in collaboration with all parties involved.

Theme iv: custody modification, transfer, disclosure, discontinuance, preservation and destruction of the Record of Needs

• Parents and young persons are given a copy of the completed Record of Needs and steps are taken to ensure that they understand the statutory procedures for custody, transfer, modification, disclosure, discontinuance, preservation and destruction of the Record.

• Parents and young persons are informed of their right to request the authority to review the decision to open a Record or the information contained in the Record.

• The Record is part of the child's or young person's Pupil Progress Record and is accessible to all professionals who have a direct responsibility for his/her educational progress.

• Where modification to any part of the Record or information concerning the Named Person is made, parents and young persons are informed and given a revised copy.

• In the event of transfer, the sending and receiving authority meet their respective statutory duties.

• The authority holding the Record meets its statutory duties with regard to mandatory and discretionary disclosure, including those cases where the child or young person moves to another part of the United Kingdom or is the responsibility of the Service Children's Education Authority.

• The authority meets its statutory duties with regard to discontinuance, preservation or destruction of Records

• The procedures are implemented consistently and evaluated regularly in collaboration with all parties involved.

FGP C4.3

Key area: making decisions

Aspect: school years: steps 5-8, the process of formal review

The role of: all concerned

Theme:the process of formal review of Records of Needs

• The parents and the child/young person are notified of the intention to review. Parents and child/young person, as appropriate, are given copies of all relevant assessment reports.

• Parents and child/young persons receive the authority's guidelines on formal reviews, and steps are taken to ensure that they understand the purpose and process. They and the Named Person, where appropriate, are active participants.

• Interpreters and translated materials are provided for parents who have a sensory impairment or for whom English is an additional language.

• The frequency of the formal review is at least annual and at particular points of transition between schools, or where the Record is to be discontinued.

• All parts of the Record of Needs are reviewed.

• Methods of assessment used take account, without discrimination, of disability, gender, religious persuasion, racial origin and cultural and linguistic background of children/ young persons.

• Appropriate record-keeping and reporting arrangements are undertaken and information is accessible to all relevant parties.

• The contribution of the professionals in relevant agencies is sought and co-ordinated efficiently.

• Parents and young persons are notified of the outcome of the review process and given 14 days to express their views.

• The authority gives due consideration to the views of parents and children/young persons, communicates its decision and informs parents and children/young persons of their rights of appeal.

• The extent and rate of progress are subject to monitoring over a period of time and based on the targets specified in the IEP. Information is gathered about the child/young person from all relevant settings, including home.

• The procedures are implemented consistently and evaluated regularly in collaboration with all parties involved.

FGP C4.4

Key area: making decisions

Aspect: school years: steps 5-8 the active participation of parents, children and young persons in the process of recording and review

The role of: all concerned

Theme:supporting children, young persons and parents in the contexts of assessments and reviews

• Guidelines, written in language which is accessible to parents, to young persons, and, where appropriate, to children, are made available. These detail the authority's duties and practices in recording and review; the roles and functions of professionals involved; the purpose and implications of opening Records; and support personnel available to individuals and families.

• Children/young persons are always encouraged to express their views and their feelings, and are given assistance where necessary in making their views known.

• The consent of parents and the child/young person is always sought and they are supported to participate actively at all stages.

• Steps are taken to ensure that parents, the child or young person are aware of their rights in relation to the procedures and process of recording and review of Record of Needs.

• Parents of children who have a Record of Needs are informed of their right to appoint a Named Person and understand how this support may be of use to them. They are assisted, if necessary, to find a Named Person.

• Interpreters are available at key meetings and translations of written documents are made available to parents who have a sensory impairment or for whom English is an additional language. The child/young person is not asked to mediate as interpreter. Parents are consulted about the choice of interpreter.

Part

Content

Comment

I

Details of the child/young person and information about the transfer, discontinuance or preservation of the Record.

• all of the required identifying particulars must be entered

• it must be signed and dated by an officer of the education authority when the terms of the Record are finalised or it is discontinued and preserved

• it must be signed and dated by an officer of the authority with details of any transfer to another authority

II

Details of the parents and Named Person

• the details of parents or guardian, the relevant social work authority in the case of a child being looked after; must be entered, including details where the parent is a member of the Armed Forces

• the name, address and telephone number of the Named Person must be entered

• if the parent/young person has elected not to have a Named Person, this should be indicated

lIlA

Assessment profile

See theme i

IIIB

Summary of impairments

See theme i

IV

Statement of special educational needs

See theme ii

V

Measures proposed by the authority to meet special educational needs

See theme iii

VI

School to be attended

• all required details of any school to be attended must be entered, together with the date on which the entry is to be made

• any special provision which may be needed to make the school suitable for the recorded child's education should be noted

• if the child/young person is to be educated otherwise than at a school (for example, at home or in hospital) details of appropriate arrangements should be noted

VII

Views of the parent or young person

• the opinions of the parents or young person about the opening and keeping of the Record will be noted here as appropriate, together with any other comments they may wish to make on the special educational needs in question

VIII

Summary of Reviews of Record

• the entry of details of reviews should include who initiated the review and the extent and outcome of any reassessment of needs

• it should also include confirmation that any proposal to alter the Record was notified to the parent or young person and the alteration made

IX

Information about Disclosure of the Record

• any details of disclosure of the Record or any part of it must be recorded here

• the material supplied and the recipient must be identified

• the date supplied and returned or destroyed must be noted and the name of the authorising officer recorded

FGP C5

Key area: making decisions

Aspect: the content of the Record of Needs

The role of: all concerned

Theme i:the assessment profile and the summary of impairments (Parts IIIAand IIIB)

• The assessment profile provides a clear; sufficiently detailed and coherent account of the strengths of the child/young person and barriers to learning.

• The assessment profile is written clearly in language understandable to the parents and the child/young person. Where technical terms are used then their

• meaning is explained in the text unless it is clear that the terms are understood by the readers.

• The nature of the impairments is described clearly and all the arising educational implications are indicated.

Theme ii: the statement of special educational needs (Part IV

• The implications for the curriculum are clearly stated. Curriculum planning1 refers, where appropriate, to differentiation, individualisation, adaptation, enhancement and elaboration.

• Any specialist support or therapy is specified. The level of detail is sufficient to indicate clearly what level of support or therapy2 the child/young person needs but

• is not so detailed that it constrains professionals adapting provision to meet changing needs.

• Frequency of reviews and monitoring by the whole range of professionals3 involved is stated.

• Any specialist aids or equipment4 are specified.

• What appears in Part IV flows logically from Parts lIlA and IIIB. All the statements refer to relevant special educational needs.

Theme iii: measures proposed (Part V)

• The measures proposed are expressed with clarity and conciseness.

• The level of detail is sufficient to indicate clearly the action to be taken by the education authority, social work department and by other agencies.

• Adequate provision is made for monitoring and review, with frequency specified as appropriate.

• The proposals in Part V follow coherently from the statement of special educational needs in Part IV and are consistent with the educational implications in the summary of impairments in Part IIIB.

• Any collaboration required among professionals, and with the parents, child/young person is specified as appropriate.

The assessment and review of future needs

Purpose of assessment of future needs: Pupils with Records of Needs require assessment and review of their future needs within the period beginning two years before they cease to be of school age and ending nine months before that date. The review is to:

• consider whether the pupil is likely to benefit from staying on at school after the statutory school leaving age;

• consider whether, if this is the case, the pupil's Record of Needs should be continued;

• consider the options for post-school provision;

• plan the final years of schooling; and

• obtain from the social work department an opinion on whether or not the pupil is a disabled person.

Details of the statutory procedures are contained in the relevant Acts and related Circulars. The following steps illustrate good practice

STEP 1 Establishing responsibilities: The headteacher establishes with the directorate and the psychological service the duties of the school in arranging, contributing to, and following up the procedures related to assessment and reviews. A member of the school staff is given responsibility for co-ordinating the school's remit.

STEP 2 Drawing up a timetable: Soon after pupils with Records of Needs are admitted to 51, the co-ordinator checks their dates of birth to ascertain when the assessments of future needs should be held. Schools find it helpful to time the future needs assessment to coincide with the cycle of reviews of Records of Needs. The co-ordinator draws up a timetable, indicating when the various procedures should take place.

STEP 3 Making arrangements for the assessments and case conference: If the co-ordinator is responsible for these arrangements, he or she will, before the start of the school session during which a pupil's future needs are to be assessed, agree the date of the meeting with the professionals involved to enable them to plan their assessments. The relevant professionals include, as a core, a medical officer, educational psychologist, social worker, representatives of school staff and a careers adviser; other professionals may include therapists, staff from establishments which the pupil may attend and the school or community nurses. The co-ordinator also notifies the local social work department of the likely leaving date of the individual and requests an opinion with regard to the pupil's status as a disabled person. The co-ordinator discusses arrangements with parents and, unless it is inappropriate, with the pupil, who is invited to attend the review with his or her parents. Arrangements are made for school staff to undertake assessment and prepare a report.

If the arrangements are co-ordinated by the psychological service, the school has a major responsibility, nevertheless, in assessing the pupil, in forming opinions about the options for education and post-school placement, and in preparing a report. At all stages the school involves the pupil and the parents.

STEP 4 Assessments and case conference: The pupil is assessed and reports are prepared. At the case conference, the pupil's special educational needs are redefined and options are discussed for the next stage of education, the dates for leaving school, post-school provision, the continuance of the Record and the role of the social work department, if any. Plans are drawn up for the following years at school and other provision, such as work-experience or college link schemes. Actions are agreed. A date is set for the next review. Minutes are kept of the meeting and agreed with those present, particularly the parents.

STEP 5 Follow-up to case conference: A delegated professional, usually the educational psychologist, prepares a draft report and sends it to the appointed member of the directorate for approval. It is then sent to the parents, with copies to the school and the psychological service, to become part of the Record of Needs. With the consent of the parents and the pupil, copies may be sent to other relevant establishments and services, such as an adult training centre or further education college. The school co-ordinator checks that the follow-up actions take place.

STEP 6 Reviews: The co-ordinator in school or the psychologist arranges annual reviews. Parents, pupil and relevant professionals review progress and the options and plan the next set of strategies until the pupil leaves school.

EPSEN p51

FGP C6

Key area: making decisions

Aspect: Future Needs Assessment

The role of: the local authority, school and support services

Theme i: policy in relation to the statutory arrangements for Future Needs Assessment (FNA)

• There is a local authority policy, which takes account of national advice, and agreed procedures for FNA. These give due regard, without discrimination, to the disability, gender, religious persuasion, racial origin and cultural and linguistic background of the child.

• The policy requires the education authority to ask the social work authority for an opinion, prior to the commencement of FNA, as to whether or not the child is disabled in terms of section 13 of the Disabled Persons (Services, Consultation and Representation) Act 1986.

Theme ii: guidance and support procedures for the conduct of FNA

• The procedures for conducting FNA are efficient, effective and understood by all parties, including the child and his/her parents who are enabled to participate actively at all stages of the process.

• Young persons with a Record of Needs and their parents are informed of their legal rights.

• The local authority has guidelines which outline the duties of the school and other professionals involved in the process. The guidelines indicate who is to co-ordinate FNA.

• The careers adviser is a member of the FNA team and offers specialist vocational assessment where required.

• The social work authority is asked for an opinion, prior to the commencement of FNA, as to whether or not the child is disabled in terms of section 13 of the Disabled Persons (Services, Consultation and Representation) Act 1986.

• The timetable for conducting FNA is within the legal limit and is carried out during the period beginning 2 years before the child ceases to be of school age and ending 9 months before then.

• There is an agreed format for the FNA report which is accessible to all parties.

• The report makes recommendations on what provision the education authority considers would benefit the child after he/she ceases to be of school age, including the possibility of continuing school education. It also notes transitional arrangements such as work experience or part-time attendance at possible postschool placement. The report advises whether the Record of Needs should be discontinued. The terms of the report are agreed with the child and his/her parents.

• All parties who are entitled to, receive a copy of the FNA report. The report is sent out well in advance of, and not less than 6 months before, the time the child/young person's school education is expected to end. The consent of the child/young person and his/her parents is obtained prior to the release of the report.

• There are agreed criteria for providing, in appropriate cases, a copy of the report to the social work authority and the health service.

• In addition to the FNA report, clear information about a child/young person's special training needs is made available, either in the context of the individual's record of achievement/progress file or through a specific report, to staff in post-school provision in education, training or employment.

• The child/young person and his/her parents are offered up-to-date information about the range of post-school provision in the area and elsewhere, where appropriate, which is available to them. Children/young persons and their parents are enabled to visit the range of provision to allow them to make informed decisions about the future.

• The authority ensures that there is specialist physical, technological (including ICT) and material support in post-school provision for which it is responsible.

• Professional development is provided to ensure that all are familiar with the arrangements for FNA in the authority and their role in the process.

• Voluntary agencies, colleges and other providers of post-school services are involved, as appropriate.

• There is joint training for professionals from different support agencies.

Theme iii: implementation and evaluation of practice

• The policy and procedures are implemented consistently and evaluated regularly in collaboration with all parties involved.

The authority keeps under consideration the cases of all children/young persons for whom they have made a report. If the authority considers it appropriate to do so it reviews the information contained in a report to ensure the continued relevance of the recommendations made; this is done in consultation with the young person, parents and professionals involved.