DfEE Green Paper (22/10/1997)

home

SEN articles & info

catalogue

downloads

reports : DFEE Green Paper

3 Practical support: the framework for SEN provision

Code of Practice

1. The Code of Practice on the Identification and Assessment of Special Educational Needs gives statutory guidance to schools, LEAs, health authorities and social services departments. It sets out a five-stage framework for meeting children's special educational needs, involving parents at every stage. Stages 1-3 are school-based. In general, action at stages 1 and 2, including drawing up an Individual Education Plan (IEP) setting out targets for the child, falls entirely to the school. At stage 3 the school will normally look for some outside support, from educational psychologists or LEA learning support staff. Stage 4 is a transitional stage where the LEA considers the need for, and if appropriate arranges, a multi-agency assessment of a child's SEN. The provision for the child will usually continue as at stage 3 during the assessment. At stage 5, the LEA considers the need for a statement of SEN and, if appropriate, draws up a statement and arranges, monitors and reviews provision for the child.

2 The Code has made a difference, and for the better. Its principles are widely supported. OFSTED reports reflect the progress schools have made. Parents have welcomed the opportunities it gives them to take an active part in their child's education. We do not want to change its basic principles or the broad thrust of the associated legislation.

3 But schools have expressed concern about the cost of implementing the guidance in the Code, and about the 'bureaucracy' resulting from it, particularly in relation to IEPs and annual reviews of statements. It has been suggested that, too often, attention is focused on getting the paperwork right, at the expense of providing practical support to the child. We want to correct this imbalance.

4 Subject to consultation on this Green Paper, we propose to revise the Code to address these and other points. In doing so we shall take account of the views of the new Working Group on Reducing Bureaucratic Burdens on Teachers. The process might begin in March 1998 with a consultation paper distributed widely for comment, leading in the autumn to consultation on a draft revised Code. On this timetable, the revised Code could be in place from September 1999.

5 Issues which we shall consider in any revision include:

provision for the under-fives;
bringing out the flexibility which schools have to interpret the Code's guidance in the light of their own circumstances;
whether we need to redefine and perhaps combine some of the stages of the Code;
how the guidance in the Code on IEPs and annual reviews of statements might be amended to reduce paperwork, and to build on other developments, such as baseline assessment;
how to meet the different circumstances of primary, secondary and special schools; and
whether the Code should say more about children whose first language is not English.

QUESTION: Will it be helpful to review the Code of Practice, with a view to a revised version in 1999? If so, which aspects of the Code need particular attention? How can we reduce the paperwork associated with the Code?

31/08/2000