It is important that the extra help your child gets should be right for his or her needs. Different schools or early years settings help children with special educational needs (SEN) in different ways. Your school will have a policy for children with special needs, based on the guidelines in the Code of Practice. The Code of Practice is a guide for schools and local authorities on how to help children with learning difficulties.

Early Years Settings (if they receive nursery education grant) and schools must notify parents/carers if they consider their child to have special educational needs. They must also publish their SEN policy. You may wish to ask to see how money is spent on pupils with SEN.

If the teacher thinks a child needs something more than the other children in the class they will talk to the parent and to the school's Special Educational Needs Co-ordinator (SENCO) who may suggest other things the teacher can do. They may consider that the child needs extra support. This is called School Action. The support given will be discussed with the parent and described in an Individual Education Plan (IEP). This will be reviewed with the parent and the child at least twice a year. If the child is in an early years setting the extra support is given through Early Years Action.

School Action/Early Years Action is the first stage in helping a child who is having difficulties. This is when your child is identified as having special educational needs by the school, nursery or pre-school. The Special Educational Needs Co-ordinator (SENCO) will collect information on your child and inform you of their concerns and decide on the ‘Action’ needed to help your child progress.

It may be extra staffing, different learning materials or special equipment. The school, pre-school or nursery will put together an Individual Education Plan (IEP) to help meet the needs of your child. The plan should focus on only what is additional or different from the rest of the curriculum and it should have 3 or 4 clear targets. You may wish to ask at this stage:

• What help is being given, who will be giving it and what is it for?
• What targets should your child reach?
• When will the targets be checked? This is called a Review. The plan should be reviewed at least twice a year
• How can you help? Don’t forget to give your views and information and the views of your child. This information should be included on the IEP

Usually, with a modified programme of work and/or extra help from the class teacher, a Teaching Assistant or a Learning Mentor the child is able to make the appropriate progress. If he/she does not make progress, the SENCO will ask for advice from specialists, such as educational psychologists or other specialists from outside the school. They will assess the child's difficulties and learning preferences. Their recommendations will help the school draw up a new IEP. This stage is called School Action Plus.

The SENCO may ask you if any other professionals are involved.

If your child begins to make sufficient progress they may be removed from Early Years/School Action. If your child makes little or no progress they should then be moved to Action Plus. If the child is in an early years setting the extra support is given through Early Years Action Plus.

This second stage is similar to School Action/Early Years Action. Your child will have an IEP with targets and reviews but at this stage the school or setting will be asking for help and advice from outside specialists e.g. an Educational Psychologist. Your child can only be seen by these outside specialists with your permission. Make sure you receive copies of reports from the specialists involved.

A new IEP will be drawn up with new targets and a date for a review. If the concerns are resolved your child may move back to School Action/Early Years Action. If a child continues to have difficulties and make little or no progress the parents, school and early years settings can request that the local authority to make a Statutory Assessment.

A lot of ‘education talk’ can be confusing. If you do not understand anything do not be afraid to say so. If you still do not understand ask again or contact Parent Partnership. Remember:

• The special educational needs of children will normally be met in mainstream schools or settings
• Most children’s needs will be helped by support given to them by School Action/Early Years Action and School Action Plus/Early Years Action Plus
• You should always be informed by the school or setting of any action they want to take
• You should ask for copies of written information from meetings or any education plans, to be passed to you
• You should keep a record of any minutes, contacts, phone calls etc., as these will be useful if you request a statutory assessment
• You can request an assessment for your child from the local authority at any time – but make sure you have full discussions with the school or educational setting first
• You can ask to see a copy of your child’s school record

If your child does not make the expected progress despite these measures the school may request the local authority to consider a Statutory Assessment of the child's needs. This process allows the local authority to decide whether the child should have a Statement of Special Educational Need.