informs the SEN coordinator, who registers the child's special educational needs

·   collects relevant information about the child, consulting the SEN co-ordinator

·   works closely with the child in the normal classroom context

·   monitors and reviews the child's progress.

2:66.   Stage 2 is characterised by the production of an individual education plan.  At this stage, the SEN coordinator is responsible for coordinating the child's special educational provision and, always working closely with the child's teachers

·   marshals relevant information, including, as appropriate, information from sources beyond the school

·   ensures that an individual education plan is drawn up

·   ensures that the child's parents are informed

·   monitors and reviews the child's progress

·   informs the head teacher.

2:67.   Stage 3 is characterised by the involvement of specialists from outside the school.  At this stage, the SEN coordinator continues to take a leading role, again working closely with the child's teachers and

·   keeps the head teacher informed

·   draws on the advice of outside specialists, for example educational psychologists and advisory teachers

·   ensures that the child and his or her parents are consulted

·   ensures that an individual education plan is drawn up

·   with outside specialists, monitors and reviews the child's progress.

2:68.   Should the child not progress satisfactorily at stage 3, outside specialists will help the school consider whether the child is likely to meet the criteria for statutory assessment by the LEA.

2:69.   All schools recognise the importance of consulting parents, whether or not their children have special educational needs.  They do so through a variety of means, for example parents' evenings.  Those and similar occasions, for example informal discussions when the child is brought to or collected from school, can allow a school to consider a child's special educational needs with his or her parents.  Formal meetings may sometimes be desirable but are not always necessary or feasible.  But parents will have important information to give to the school and, working in partnership with the school, can often help their child at home.  They should always be told about any special help their child receives and about the outcome of that help.