Referrals and Enquiries

Information about Referrals and Enquiries to Inclusion Support.

Working At Stage 3 Of The Code Of Practice For Special Educational Needs

Stage 3 Of The Code Of Practice

Stage 3 of the Code of Practice for Special Educational Needs is characterised by schools being offered additional advice and support in order to help them to meet the needs of particular children. Professionals involved may be Educational Psychologists, Special Educational Needs Advisory teachers (Learning/Behaviour) or Educational Social Workers

Gaining Access To The Inclusion Support Unit At Stage 3

As a result of discussion, with visiting Inclusion Support staff, and informed advice being offered to the school about a particular child, the school's SENCO (Special Educational Needs Co-ordinator) and headteacher may feel that additional formal support is necessary.

At this point, the school may request a CPS1 enquiry form, which they should complete and return to the Inclusion Support area team for their school, with supporting information about the help they have offered the child so far,

This request will be considered by the area team, and if it is felt to be an appropriate enquiry, will be accepted as a referral to the Inclusion Support Unit. The school and the child's parents will be informed of this decision together with the name of the key worker from the Inclusion Support Unit allocated to work with the child.

What To Expect From The Inclusion Support Unit At Stage 3

The Inclusion Support Unit work at stage 3 of the Code of Practice will consist of a combination of the following:

Opportunities for parents to discuss their concerns and offer suggestions
Discussion with SEN Co-ordinator and classteacher about children's recent progress
Observation of children in school
Individual assessments and intervention with children
Advice to the school in developing Individual Education Plans (IEPS)
Ongoing advice to the school if amendments to work programmes (IEPS) are necessary
Monitoring and reviewing children's progress with the school
Advice and intervention with parents to support their child at home and at school
Advice on return to stage 2 or progression to stage 4 according to the child's needs

Negotion / Planning Meetings

Every school holds a negotiation/planning visit with the named educational psychologist and special educational needs advisory teacher (learning) at least once a year. Subsequent review meetings can be arranged according to need.

The purpose of the meeting is to:

Review the work of the Inclusion Support Unit
Discuss the needs of the school
Negotiate tasks to be undertaken both with individual children and for the school as a whole.
Discuss enquiries for support

Schools should prepare for this meeting by considering:

The school development plan and issues arising from this about SEN, behaviour, bullying etc
Those children they feel should be assessed at Stage 3 of the Code of Practice.
A timetable for the support and review of children at stage 5.

Children can be considered for referral only if they meet the following criteria:

IEPs and reviews at Stages 1 and 2 of the Code of Practice
Evidence of work undertaken and support given
Norm-referenced and curriculum based criteria (details provided in SEN Handbook)
Discussion with Inclusion Support at Stage 2 of the Code of Practice
Parental agreement to enquiry

Enquiries From Other Agencies And Parents

Enquiries for referral can be made to the service using form CPS2 from: GP's, Speech Therapists, Health Visitors, Social workers, Parents, Senior Clinical Medical Officers and Voluntary Agencies

These enquiries will be considered in the light of existing priorities for stage 3 in the child's school. The same criteria will be applied as for school based enquiries.