from the school

·   class records, including any from other schools which the child has attended in the previous year

·   National Curriculum attainments

·   standardised test results or profiles

·   Records of Achievement

·   reports on the child in school settings

·   observations about the child's behaviour

from the parent

·   views on the child's health and development

·   perceptions of the child's performance, progress and behaviour at school and at home

·   factors contributing to any difficulty

·   action the school might take

from the child

·   personal perception of any difficulties

·   how they might be addressed

from other sources

·   any information already available to the school from health or social services or any other source.

Assessing and meeting the child's special educational needs

2:76.   The child's teacher or tutor considers how the child's special educational needs may best be addressed. The information collected at this stage will reveal:

·   different perceptions of those concerned with the child

·   immediate educational concerns

·   the wider context of the child's learning difficulties.

2:77.   On the basis of the information now available, the teacher or tutor, consulting the SEN coordinator, will decide whether:

·   to continue the child's current educational arrangements, no special help being needed
or
·   seek advice and support
or

·   to give the child special help by differentiating the curriculum and monitoring and reviewing the child's progress.