- the second sub-section should set out all the special educational provision that the LEA consider appropriate for all the learning difficulties identified in Part 2, even where some of the provision is to be made by direct intervention on the part of the authority and some is to be made by the child's school within its own resources.  It may be helpful for the LEA to specify which elements of the provision are to be made by the school, and which elements are to be made by the LEA.  The LEA will be responsible for arranging all the special educational provision specified in the statement

This sub-section should also specify in accordance with section 18 of the Education Reform Act 1988 any modifications or disapplications of the provisions of the National Curriculum (in terms of attainment targets, programmes of study and assessment arrangements) which the LEA consider necessary to meet the child's special educational needs, with details as to how a broad and balanced curriculum is to be maintained.  From September 1995 it will no longer be necessary for statements to modify National Curriculum provisions to enable a child to study at a lower level on the I 0-point scale than applies to most of the pupils working within the same key stage

For pupils whose assessment is close to their preparation date for GCSEs or vocational examinations, this sub-section should also indicate any special examination provision recommended to enable the pupil to have full access to the examination and properly demonstrate his or her attainment, and for which special approval will have to be sought from the Examining Group in advance of the examination.  It should be noted, however, that a pupil does not require a statement in order to benefit from any concessions that an Examination Group might grant to a pupil with special educational needs

The provision set out in this sub-section should normally be specific, detailed and quantified (in terms, for example, of hours of ancillary or specialist teaching support) although there will be cases where some flexibility should be retained in order to meet the changing special educational needs of the child concerned

- the third sub-section should specify the arrangements to be made for setting short-term educational targets.  The targets themselves should not be part of the statement.  By their nature, the targets will require regular revision, while the longer term objectives in the first sub-section remain stable.  Targets should be set by the child's school, in consultation with his or her parents, within two months of the child's placement.  The child's achievements in the light of those targets should then be considered at the first annual review and new targets set

This sub-section should also specify any special arrangements for the annual review and recognise the need for the monitoring and evaluation of the child's progress during the course of the year.

4:29. It is important that all the information in Part 3 should be easily understood by all involved in the child's education, including the parents.


Part 4: Placement

4:30. In the final statement Part 4 will specify the type of school and any particular school which the LEA consider appropriate for the child, or the provision for education otherwise than at school which the LEA consider appropriate.  But this Part must be left blank when the proposed statement is issued, so that the LEA do not preempt their consideration of any