behaviour which have no obvious cause, but which might indicate a developing neurological impairment, epilepsy, or another physical cause.

The child's special educational provision

3:69. In the light of this evidence, the LEA should consider the action taken by the school and others to meet the child's needs and, in particular, will wish to ask whether:

i. the school has sought appropriate external advice and then, following thorough discussions with the child, has formulated, implemented, monitored and evaluated individual education plans, including a behaviour management programme

ii. the school has followed, as appropriate in the individual case, the provisions of its policies on behaviour and on pastoral care and guidance

iii. all staff have been fully informed of the child's difficulties and a consistent approach to remedying these difficulties has been taken across the school

iv. the school has sought a constructive relationship with the child's parents/carers, encouraging them to participate in their child's education, including visiting the school on a regular basis

v. the school has, where appropriate, notified and sought the involvement of the education welfare service and/or the social services department

vi. the school has explored the possible benefits of, and where practicable secured access for the child to, appropriate information technology as a means of motivating and stimulating the child, for example word processing facilities, painting programs and other software which encourages communication and self-expression, providing training in the use of that technology for the child, his or her parents and staff, so that the child is able to use that technology across the curriculum in school, and wherever appropriate, at home

vii. the school has, with the parents' consent, notified and sought the assistance of the school doctor and/or the child's general practitioner, as appropriate.

3:70. Where the balance of evidence presented to and assessed by the LEA suggests that the child's emotional and behavioural difficulties:

- are significant and/or complex

- have not responded to relevant and purposeful measures taken by the school and external specialists, and

- may call for special educational provision which cannot reasonably be provided within the resources normally available to mainstream schools in the area

the LEA should consider very carefully the case for a statutory assessment of the child's special educational needs.