Seeking further advice

2:107.   If the SEN coordinator and the external specialist consider that the information gathered reveals an area of the child's development or performance which warrants more detailed investigation or further advice from outside professionals, the SEN coordinator should record:

·   what further advice is being sought

·   arrangements for the child pending receipt of advice

·   review arrangements.

Making special educational provision at stage 3:
individual education plan and specialist involvement

2:108.   There will be a new individual education plan for the child, describing new strategies for supporting the child's progress and the monitoring and review arrangements.  The plan should be developed with the help of outside specialists but should usually be implemented, at least in part, in the normal classroom setting.  The SEN coordinator should ensure, therefore, close liaison between relevant teachers.  The plan should set out:

Stage   3 - Individual Education Plan

·   nature of the child's learning difficulty

·   action - the special educational provision

_   school staff involved, including frequency and timing of support

_   external specialists involved, including frequency and timing

_   specific programmes/activities/materials/equipment

·   help from parents at home

·   targets to be achieved in a given time

·   any pastoral care or medical requirements

·   monitoring and assessment arrangements

·   review arrangements and date.

2:109.   The plan should ensure a coordinated cross-curricular and inter-disciplinary approach which takes due account of the child's previous difficulties.

2:110.   The SEN coordinator, working with the child's class teacher or form/year tutor and any relevant curriculum specialists, and with the help of the external specialist, should ensure that the plan is drawn up.  Together they should consider a range of different teaching approaches and appropriate equipment and teaching materials, including the use of information technology.  The specialist may be involved in teaching the child directly; may act in an advisory capacity, supporting the class teacher or form/year tutor in implementing