2:97.   The outcome of the review may be:

_   the child continues at stage 2: if the child's progress has been at least satisfactory, a new individual education plan may be drawn up.  This should set targets in the light of the experience of the first plan.  If progress remains satisfactory after two review periods, the SEN coordinator may decide to increase gradually the period between reviews

_   the child reverts to stage 1 or no longer needs special help: if the child's progress continues to be at least satisfactory within this framework of planning and review for at least two review periods, the SEN coordinator may decide that the child no longer needs special educational provision under stage 2. The child may then be recorded as having special educational needs at stage 1.  If the special educational provision has been wholly successful, the child may no longer need special help but the SEN coordinator should retain the child's name on the SEN register until it is clear that the child's progress is no longer likely to give cause for concern

_   the child moves to stage 3: if after up to two review periods at stage 2, the child's progress is not satisfactory, additional expertise should be sought and the child should move to stage 3.

2:98.   Parents should be invited to contribute to stage 2 reviews.  They should always be told the outcome.  It is particularly important to talk with parents in person if the school is considering moving the child to stage 3.

Stage 3

2:99.   At stage 3, the school calls upon external specialist support to help the pupil make progress.

Trigger

2:100.   The trigger for stage 3 is either a decision at a stage 2 review, or where, following discussions about an initial concern between the SEN coordinator, teachers and parents, the SEN coordinator, having consulted the head teacher, considers that early intensive action with external support is immediately necessary.

Roles and responsibilities

2:101.   At stage 3, the SEN coordinator continues to take a leading role, working closely with the child's teachers and sharing responsibilities for the child with external specialist services relevant to the child's needs.  Such support will come from teachers in a learning or behaviour support service; peripatetic teachers (Glossary), for example, teachers of the