4:36. It is important that the nature and extent of provision required for individual children should be examined very carefully and that full consideration is given as to how such provision can best be delivered.  In some cases, for example, children may need regular and continuing help from a speech therapist, either individually or in a group.  In other cases, it may be appropriate for staff at the child's school to deliver a programme of support under the guidance and supervision of a speech therapist.


The proposed statement


Before making a statement, the LEA shall issue to the parents a copy of the proposed statement, and a notice setting out the arrangements for the choice of school, the parents' right to make representations about the content of the statement, and their right to the Tribunal against the contents of the final statement.  In that notice, the LEA must include details of schools approved under section 189 of the Act and of non-
maintained schools; and of maintained schools in the area which cater for children of the appropriate age.

(Schedule 10 paragraph 2, Regulations 12 and 13)



The period from the service of a proposed statement and written notice under schedule 10,2 to the service of a copy of a statement under schedule 10,6 shall be no more than eight weeks.

(Regulation 14(2))



4:37. The LEA must draw up a proposed statement, completing all Parts except Part 4: the proposed statement must not contain any details relating to where the proposed special educational provision should be made.

4:38. The LEA must send the proposed statement and copies of the advice which has been submitted during the assessment to the child's parents.  At the same time, the LEA must send the parents a notice in the form prescribed in Part A of the Schedule to the regulations, which sets out the procedures to be followed, including procedures for naming the appropriate school.  Copies of the proposed statement should also be sent to all those who have given advice during the making of the statement.

4:39. When making a statement, LEAs should remember the needs of parents and children whose first language is not English or Welsh.  Where children have different linguistic and cultural backgrounds, LEAs should seek advice from bilingual support staff, and teachers of English as a second language, interpreters and translators and other local sources of advice as appropriate, to help ensure that such parents and children are involved in all aspects of the process.  For example, the LEA should consider translating letters sent to parents, and the draft statements, into the parents' first language.