Continuing current arrangements

2:78.   The expression of concern, the gathering of information, and the registration and consideration of the child's special educational needs may combine to resolve problems.  It may be that no further action is needed at this stage.  The teacher or tutor should record such a decision and inform the child's parents and the SEN coordinator.  Even though the teacher or tutor has decided that no special educational provision is needed, the SEN coordinator should retain the child's name on the school's SEN register and consult the child's teacher or tutor about the child's progress, perhaps every term or six months, until it is clear that the child's progress is no longer likely to give any cause for concern.

Seeking advice and support

2:79.   It may be clear to the child's teacher or tutor and the SEN coordinator at the outset that information additional to that available to the school is required or that action at stage I would be inadequate.  If so, the child should move straight to the appropriate stage.

Giving special help at stage 1

2:80.   The teacher or tutor, consulting the SEN coordinator, may decide that the child could benefit from a period of special attention and, in particular, carefully differentiated teaching within his or her normal classroom work.  The nature and aims of such special educational provision should be recorded.  The record might include:

Stage 1 - Giving special help

·   nature of concern and action to be taken
·   targets to be achieved and monitoring arrangements

·   review date.

2:81.   The child's parents should always be informed of the action that the school proposes to take.  If it is decided to give special help at stage 1, the teacher or tutor should set a review date.  This might be within a term.  The teacher or tutor should tell the child's parents of this review date.

Review

2:82.   The review should focus on:

·   progress made by the child

·   effectiveness of the special help

·   future action.