Code of Practice on the Identification and Assessment of Special Educational Needs

1. Introduction: Principles and Procedures

1:1. To enable pupils with special educational needs to benefit as fully as possible from their education presents teachers, and all the professionals and administrators involved, with some of the most challenging and rewarding work the education service can offer.  Much has been achieved by schools and local education authorities (LEAs) in enabling children with special educational needs to lead full and productive lives.  The purpose of this Code of Practice, which benefits from this experience, is to give practical guidance to LEAs and the governing bodies of all maintained schools - and to all those who help them, including the health services and social services - on the discharge of their functions under Part III of the Education Act 1993.

1:2. The fundamental principles of the Code are that:

? the needs of all pupils who may have special educational needs either throughout, or at any time during, their school careers must be addressed; the Code recognises that there is a continuum of needs and a continuum of provision, which may be made in a wide variety of different forms

? children with special educational needs require the greatest possible access to a broad and balanced education, including the National Curriculum

? the needs of most pupils will be met in the mainstream, and without a statutory assessment or statement of special educational needs.  Children with special educational needs, including children with statements of special educational needs, should, where appropriate and taking into account the wishes of their parents, be educated alongside their peers in mainstream schools

? even before he or she reaches compulsory school age a child may have special educational needs requiring the intervention of the LEA as well as the health services

? the knowledge, views and experience of parents are vital.  Effective assessment and provision will be secured where there is the greatest possible degree of partnership between parents and their children and schools, LEAs and other agencies.

1:3. The practices and procedures essential in pursuit of these principles are that:

? all children with special educational needs should be identified and assessed as early as possible and as quickly as is consistent with thoroughness

2  SPECIAL EDUCATIONAL NEEDS - CODE OF PRACTICE