School Age Information

1. WHO’S WHO AND WHAT’S WHAT

EDUCATION
Here are some of the words you may have heard about SPECIAL NEEDS and some of the people you may come across.  This might help you understand what may be happening for your child.

Educational Psychologist

Educational Psychologists understand how children learn and develop.  They are trained to work with children from birth to 19 who are having difficulty with learning or behaviour.  They work with parents, teachers and other professionals to assess what difficulties a child may be having.  They help the school to understand what the difficulties are and what support a child may need.  Educational Psychologists are based in the Education Department at County Hall.                  

Telephone: 01437 764551

Learning Support Assistants

They work closely with teachers and SENCOs to help children with their education. They provide support to children under the direction of the teacher.

Special Educational Needs Co-ordinator (SENCO)

All schools have a teacher who is responsible for co-ordinating the help received by the children in school who have special needs. This teacher is called the SENCO. In smaller schools the SENCO is often the Head Teacher or Deputy Head. In larger schools the SENCO will be the Head of the Special Needs Department.  This is the person to speak to if you have concerns about how your child is doing in school.

Special Needs Support Services

Specialist teachers come into school to give advice and support to teachers, individual children and their parents. The work of the service includes:

• support for children with emotional and behavioural difficulties
• support for children with sensory impairments
• support and advice to pre-school children with disabilities and to their parents

Support teachers are based in the Education Department at County Hall.                       

Telephone: 01437 764551

Local Education Authority - LEA

Every County Council has a department that is responsible for schools.  This is made up of an Education Committee of elected councillors – elected by the public – and an Education Department whose role is to make sure schools are working well.  The LEA is also responsible for the maintenance of schools, rules about who should be admitted to schools etc.  They also employ and support the staff who go into schools such as Support Services,  etc.                                                                                                                    

Contact: 01437 764551

Learning Difficulties

What is a Learning Difficulty?  A child with a learning difficulty finds it harder to learn than other children of the same age.  This may be because the child has particular problems with reading or being able to write down their ideas.  It may also mean that the child has some behavioural difficulties that make it difficult for them to concentrate on learning.  The child may have a particular physical difficulty such as a hearing or sight problem.  Children may also have learning difficulties as a result of a particular condition or health need.

Special Educational Needs – SEN

Education law says that if a child has a learning difficulty such as those mentioned above, then they should have extra help at school.  Another way of saying this is to say a child has special needs – needs that are special to them.  Most of the children who have a learning difficulty or special need stay at their mainstream school and the extra help is given to them there.  As many as 1 in 5 of all children at school will have special educational needs at some time in their school lives.  Some children who have very particular difficulties may go to a specialist school so that these needs can be focussed on.

The Code of Practice

How do schools know what to do about a child’s special educational need?  The CODE OF PRACTICE is a rulebook that the government gives to schools, nurseries etc to tell them how to help the children within their school who have special needs.  The law says that the school has to take notice of the Code of Practice.  Not all children’s special needs will be the same, so the Code of Practice says that there should be different levels of help and support available to children.

HEALTH

Most of our health services are based in Withybush Hospital in Haverfordwest.  There are lots of departments within the hospital which offer help and support to children who may have disabilities and their families.  The way to get support from the hospital is often through the GP, who will be the first point of contact for most families who have worries about their child’s development.  The following is a list of the people you might meet, but there are lots of professionals working in the Health Service, with a variety of titles.  If you have an appointment with someone, but don’t really understand what that person does, always ask them.

Audiology

The Paediatric Audiology service ensures that any child with a hearing loss is seen early and suitable help is given.  An Audiologist will organise tests to assess hearing levels and advise on aids to improve hearing if this is necessary.
                                                                                                                                       

Telephone: 01437 764545

Clinical Psychologist

A Clinical Psychologist for children with difficulties will help parents to deal with behavioural, emotional and developmental problems.  They will work with families either in their own home or in a clinic.  There is a Clinical Psychologist based in the Child Health Department at Withybush Hospital and another based with the Positive behaviour Intervention Service.

Community Nurse for Children with Learning Disabilities
Community Nurses work with people of all ages who have a learning disability. They can help with health difficulties, continence problems, developing independence, learning new skills and behaviour etc.  They also offer support and advice to parents and carers.                                            

Telephone:  Martin Clarkson  01437 776193

Family Doctor (GP)
Your family doctor will usually be your starting point for any concern about your child’s health or development. Your GP acts as a gateway to other professionals and can refer you to specialist services for tests, diagnosis or treatment.

Occupational Therapy for Children

The Paediatric OT service is based at Withybush General Hospital, and aims to help children access play and learning experiences, and increase their independence. Children from 0-19 are seen either in clinic at the hospital, or in the community – at home, school or playgroup.  The OT would assess a child’s needs and offer individual treatments and advice.  Advice about specialised equipment and seating can also be given.
Contact: Ann Holden Paediatric Occupational Therapist                                                  

Telephone: 01437 773052

Ophthalmology Services

If a child is thought to have any problems with their vision they may be referred to a Consultant Ophthalmologist at the hospital. The child may be seen by a Orthopist who assesses for visual problems and squints.   

Tel: 01437 764545

Paediatrician (Community)

A Paediatrician is a doctor who specialises in assessment, diagnosis and treatment of children and young people. They work with lots of other professionals such as Occupational Therapists, Physiotherapists and Speech Therapists.  The Consultant Community Paediatrician leads a team of doctors called Clinical Medical officers.  The Community Paediatrician sees children with a reange of special needs.

Telephone: Dr V Vipulendran 01437 773848

Clinical Medical Officers (CMO)

Community Medical Officers see children mainly in the community setting for a wide range of services:

Child Health Surveillance (screening)
Assessment of children with developmental problems following referral from General Practitioners, Health Visitors, Therapists, hospital doctors, School Nurses.
Assessment for possible special educational needs.
Medical examination for adoption/fostering.
Hearing and visual impairment.
Child Protection.

Clinical Medical Officers work as a team along with Health Visitors, School Nurses and Support Workers to provide a comprehensive health care service for children within a geographical patch.  Health information is shared with teachers and carers in order that the child may obtain maximum benefit from his/her educational placement.  Every school in Pembrokeshire has a named school doctor.                                                       

Telephone: 01437 764545

Paediatrician (Hospital)

Hospital Consultant Paediatricians play a major role in the diagnosis and treatment of children with acute illnesses as well as disability and chronic illness. Hospital Consultants see children in the hospital ward and also in hospital out-patient departments. 

Hospita consultants see children in the hospital ward and also in hospital out-patient departments. They may hold joint out-patient clinics locally with visiting Consultant Specialists from another hospital.            

Tel: 01437 764545

Physiotherapy Services

Physiotherapists (physios) use exercise and other physical treatments to improve movement, strength and co-ordination and to help the body to develop and work properly. They can show parents and carers, teachers and assistants how to handle a child to help him/her cope better with the needs of daily life and to reach their greatest possible level of mobility. Treatment may be given at home, the clinic or in school.  

Tel: Jane Walker 01437 773261

Positive Behaviour Intervention Service - PBIS

The Positive Behaviour Intervention Service is a group of health workers who offer advice and support – mainly about managing behaviour - to people with learning disabilities and their families.  They will assess children and young people who have behaviour which is proving difficult and will develop a plan to help families to manage the behaviour.  They will work with a family until they feel they are confident about dealing with the behaviour.      

Tel: 01437 776404

School Nurses

School Nurses are nurses who have specialist skills in dealing with the health needs of children.  They have overall responsibility for the health screening of all children in school and they are available to meet parents to deal with any aspect of their child’s health they may be concerned about.  School Nurses also work closely with teachers on health education programmes in school, as well as on a one-to-one basis with the child and family.  Each school in Pembrokeshire has their own school nurse and school doctor.  The school nurse will take over from the Health Visitor when a child begins school.                                                          

Telephone: Betty Howells  01437 773850

Speech and Language Therapy

 The Speech and Language therapist is concerned with assessing, diagnosing and helping children with a wide range and variety of communication difficulties.  They also help with feeding and swallowing problems in children.  Communication covers a wide range of things, including speaking, listening, reading and writing.  Therapists provide support and advice to both children and their carers.  They work closely with teachers and health professionals, including doctors and psychologists.  Children are seen at home, in the clinic or school.
                                                                                                       

Tel:  Lynne Roberts  01437 773393 or 773267

SOCIAL CARE AND HOUSING

If you need help in meeting your child’s needs at home, then a referral has to be made to the Social Care and Housing Department at County Hall.   This referral can come from you or from one of the professionals working with you and your family.  The following are the workers or teams you may meet once a referral has been made. 

Child Care Support Worker

Child Care Support Workers can work with families who have disabled children in lots of ways.  They can help care for the child in their own home, or take the child out to join community activities.  The role of the support is to help develop the child’s confidence and self-esteem, so that the child can be part of their community.   

Tel: 01437 764551

CTLD (Community Team for Learning Disabilities)

The team provides services for young people and adults with learning difficulties.  They begin to get to know young people with disabilities at their “Transition Review” which takes place every year at school from the age of 14.  By the time a child reaches 18 the CTLD would be taking over the support of young people from the Children’s’ Disability team.

Social Workers

Social Workers offer advice, information and emotional support.  They assess the needs of children and young people and their families and then organise and co-ordinate the services they need.  There is a team of social workers who work with children with disabilities.  At times the social work teams also work with children who have suffered harm, or may be at risk of harm.                                                              

Telephone: 01437 764551
                                                                             

VOLUNTARY SECTOR

For some services to families  Social Care and Housing or Education may give money to voluntary or charitable groups to provide a service for families.  Here are some of those offering services or advice in Pembrokeshire. 

Barnardo’s

Barnardo’s is a national charity.  In Pembrokeshire it provides support for families and young people using money given to them by the Social Care and Housing Department at the County Council.  Barnardo’s provide ‘sessional workers’ who support children at after school activities and sometimes provide holiday activities. 

Tel: 01646 687064

Host Families

Host families are carers who provide short breaks for children with disabilities.  This support may be for a few hours every week, to a few days now and again.  The level of support offered would depend on the assessed needs of the child.  Families are offered support through the Barnardo’s project after an assessment has been made by the Social Care & Housing Department of a child’s needs.  The Social Workers would then refer the child and their family to the project for support                                                                                                 

Telephone: 01646 687064

Special Needs Advisory Project (SNAP Cymru)

The SNAP project gives information, advice and support to parents to help them make sure their children are having the support they need within schools.  They can offer help to parents during the assessment of their child’s educational needs with writing or understanding reports, writing letters and attending meetings.  They are also helpful for directing parents towards other support eg other voluntary groups, explaining options, helping them to understand the jargon used by professionals and helping them to understand the processes of help and support for them and their children.

Tel: 01437 768097

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2. HELP FOR CHILDREN IN SCHOOL
THE SPECIAL EDUCATIONAL NEEDS (SEN ) CODE OF PRACTICE
This is a ‘rulebook’ that the Government gives to schools to tell them how to help children within their schools who have – or may have – special educational needs.  Not all children’s special needs will be the same, so the Code of Practice tells schools how they are to meet different needs.  It tells schools how to identify children who are having problems with their learning for whatever reason, and it then tells them how those children should be supported.

‘SEN’ stands for SPECIAL EDUCATIONAL NEEDS, and lots of children (20% or 1 in 5 of all children) will have some special educational needs at some time in their school lives. Most of the children who have a learning difficulty will stay at their mainstream school with extra help or support.  For some children who may have more difficulties or a particular difficulty (perhaps Autism) they may attend a specialist school or a special unit attached to a mainstream school.

WHAT IS A LEARNING DIFFICULTY OR SPECIAL EDUCATIONAL NEED?
Lots of children have difficulty with learning at some point in their lives.  A child with a learning difficulty finds it harder to learn than other children of a similar age.  This difficulty could be for lots of reasons.  They may have problems with learning to read or with putting down their ideas on paper.  They may have some problems with their behaviour that makes it difficult for them to concentrate on learning.  It may also mean a child has a physical difficulty such as a hearing or a sight problem.

Sometimes it is parents who are concerned about their child’s progress and sometimes it is the school who realise that a child is not making as much progress as other children.  The amount of help the school will offer a child who is having difficulties will depend on how much difficulty they are having and what the difficulties are. 

THE SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR (SENCO)
The class teacher is the first person to speak to if a child is having difficulties at school.  He or she may ask parents to speak to the teacher in the school who is responsible for all children with SEN.  This teacher is the SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR – or SENCO for short.  Sometimes in smaller schools the SENCO is also the Headteacher or Deputy Headteacher.  In larger schools, such as comprehensives, the SENCO may be head of the special needs department.  The amount of help available to children will vary according to their needs. 

All children are assessed when they start school.  These are called BASELINE ASSESSMENTS.  Teachers carry out assessments throughout a child’s school life, so that they know which children may need some extra support.    The CODE OF PRACTICE says that schools should try to recognise a child’s difficulties as early as possible, so that they  give them the support they need in order to make progress.

SCHOOL ACTION
The help that schools can give a child in order for them to make progress is through two stages of support:
1. SCHOOL ACTION
2. SCHOOL ACTION PLUS.

1. SCHOOL ACTION
At this stage the SENCO will assess what a child’s difficulties are and will then decide what support or help they will need.  Parents will be asked what they feel their child’s difficulties are so that they can feel they are being involved in their child’s education. 

The SENCO will write down what the difficulties are and what they are going to do about them in something called an INDIVIDUAL EDUCATION PLAN (or IEP).  The IEP will include:

• The targets that the child will meet
• What approaches the teachers are going to use
• What provision is going to be in place
• When the plan will be reviewed
• All this information should be discussed fully with the child and their parents and should be reviewed at least twice a year.

SCHOOL ACTION PLUS

If a child continues to have difficulties, despite the help they have received at the SCHOOL ACTION stage, the school can ask for extra help from support services outside the school.  This might be the Educational Psychologist, the Speech & Language Therapist, or an advisory teacher.  The specialist may advise the school on different programmes or make suggestions about how the difficulties can be managed.  They may also do further assessments with the child or work with them directly.

When a child moves to this stage new IEP targets will be written and these will be regularly reviewed.

STATUTORY ASSESSMENTS
A few children, despite all the help that the school have given, may still not be making progress.  The school may then decide that they need to ask the Local Education Authority (LEA) to carry out a STATUTORY ASSESSMENT.  This is a very detailed assessment and examination of what a child’s difficulties are and what help they might need.  The LEA will ask for information from everyone working with the child, including the parents.  They will also make sure the child has a medical examination just to make sure there are no medical reasons why the child isn’t making progress.

The CODE OF PRACTICE also says that a parent can request a Statutory Assessment if:

1. The parents believe that their child has needs which are either not being met through the help available at the school.
Or
2. They feel their child’s needs are so great that a mainstream school will not meet their child’s needs from within the resources they have.

Parents will be asked to put into writing what they feel are their child’s needs.  

HOW LONG WILL THE ASSESSMENT TAKE?
The Statutory Assessment stage is a legal process, which has very strict time limits.  The whole assessment takes 26 weeks, and is dividing into different stages:

Weeks 1 – 6      The LEA will consider whether there is enough information to recommend that a full assessment of the child’s difficulties is needed.

Weeks 7 - 16     The assessment is carried out. 

Weeks 17 - 18   Writing a ‘proposed’ statement of what might happen and agreeing this with   the parents.

Weeks 19 - 26    Finalising the statement.

WHAT HAPPENS AFTER THE ASSESSMENT?
If the LEA agree that a child’s needs cannot be met within the resources provided by the school, they will make a STATEMENT OF EDUCATIONAL NEED.  This is a legal document that describes all a child’s needs and what provision should be available to meet those needs.  The resources to meet a child’s needs may be money, staff time or special equipment.

Sometimes, at the end of the assessment, the LEA will decide that they do not need provide a statement and that there is enough provision within the school to meet the needs of the child.  This may be because the assessment process has given them a clearer picture of the exact difficulties the child has and then these can be more clearly targeted.  If this is the decision of the assessment, the child will be issued with a NOTE IN LIEU which will include copies of all the reports on which the LEA based its decision.

If a parent is not happy with the outcome of the assessment they can appeal against the decision to a SPECIAL EDUCATIONAL NEEDS TRIBUNAL.

WHAT DOES A STATEMENT LOOK LIKE?
The STATEMENT is made up of 6 parts:

• Part 1 –   Gives a child’s personal details, such as age, address etc.
• Part 2 –  Sets out details of the child’s educational needs that the assessment has identified.
• Part 3 – Sets out the provision which a child will receive in order to meet their needs listed in part 2.
• Part 4 -  The school the child will attend.  (This will be blank on the proposed, or Draft Statement.)
• Part 5  - The non-educational needs of the child – such as any medical difficulties. This means the provision a child needs that the education department doesn’t pay for.
• Part 6  - The provision to meet the non-educational needs.

Once a statement is finalised the LEA has a legal duty to meet all the provisions set out in it.  It can be very difficult to be sure that all a child’s needs have been identified and also to understand what help is being offered.  Every LEA has a duty to make arrangements to provide independent advice, support and information to parents.  These are called PARENT PARTNERSHIP SERVICES.

LOCAL PARENT PARTNERSHIP SERVICES
Within Pembrokeshire, SNAP Cymru provides independent information and support to families who are worried about their child’s progress within school.    If you would like more information about this service please contact:

David Wall Development Officer
SNAP CYMRU

01437 768097

ANNUAL REVIEWS
A Statement is a legal document, which MUST be reviewed once every year to make sure that it is still relevant.  It is like a doctor’s prescription – which lists what medicines will be necessary.  Once a year it is looked at again to make sure that it is still meeting a child’s needs and that all the things listed in the statement are actually happening. 

The review will also look at additional support a child may need, and all necessary changes will be included in any updated Statement that might be necessary.

Parents are asked for their views on the progress of their child or children, and it is a good time for parents to let everyone know how they feel about their child’s placement, progress etc.

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3. THE NATIONAL CURRICULUM
ALL children – including those with special needs – follow a NATIONAL CURRICULUM which is the same in every school for children of the same age.

KEY STAGES
The curriculum available for children in all schools is the same.  Teachers know which subjects a child will be following at certain stages – these stages are called KEY STAGES.  Under the National Curriculum children are divided into four KEY STAGES, according to their ages.

KEY STAGE 1   Ages  5 -  7
KEY STAGE 2   Ages  8 - 11
KEY STAGE 3   Ages 12 - 14
KEY STAGE 4   Ages 15 - 16

WHAT SUBJECTS ARE TAUGHT?
There are 10 subjects – three CORE SUBJECTS and seven FOUNDATION subjects.  The CORE subjects are the ones that ALL children must learn.

CORE SUBJECTS
Mathematics
English
Science

In Wales WELSH is a core subject in all Welsh speaking schools – and a foundation subject in all non-Welsh speaking schools

FOUNDATION SUBJECTS
History
Geography
Design & Technology
Information Technology
Music
Art
Physical Education

FROM THE AGE of 11
A modern foreign language

In Wales all children must learn Welsh at Key Stage 4 – when children are 12-14.  Children can do Welsh either as a full second language study or a short programme.

Each child’s teacher knows what plans of work they have to teach in each of the core subjects.  They also have targets that the children should reach in each subject. 

Sometimes Head Teachers can decide that a child doesn’t have to do certain subjects.  This might be because certain subjects are very difficult for a child.  For example, children who have language problems might not do a foreign language.  Schools should explain to parents about this and if parents are not happy about their children missing certain subjects they can appeal.  Sometimes, children who have a statement are ‘disapplied’ from certain subjects – this means that the statement will say what subjects they do not have to follow.

If a child is in a primary school, then the school can decide how much time they spend on foundation subjects, but they HAVE to do 1 hour of literacy and 1 hour of numeracy every day with the children.

ATTAINMENT TARGETS
These targets identify what children will normally be expected to know, understand and be able to do at certain ages.

MODIFIED CURRICULUM
Children with special needs follow many of the subjects available to other children.  In some situations, perhaps within a special needs school or unit, some subjects are modified to meet the children’s individual needs.  The goals that are to be reached in each Key Stage area can also be adjusted to meet the needs of children with special needs.

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4. CHILDREN NOT AT SCHOOL
A child may not be at school because of ill health, because they are being educated at home, or because they have been excluded from school.

CHILDREN & YOUNG PEOPLE WITH MEDICAL NEEDS
The Government has issued guidelines about the Local Education Authority’s (LEA’s) responsibilities for pupils who are unable to attend school because of their medical needs. LEA’s must now ensure that:

 Pupils at home for more than 15 working days have access to education.
 Pupils who have an illness or diagnosis that means they will have lots of time absent from school should have access to education  - this can mean whether a child is at home or in hospital.
Pupils should receive a broad and balanced curriculum that is similar to the education available in school.
Pupils should have at MINIMUM of 5 hours teaching per week.  The guidelines say that this is a minimum and that it should be increased where it is necessary for pupils to keep up with their studies.
Whether children and young people access this service is dependent on medical advice and whether children are able to cope with it.  The guidelines stress that a balance has to be struck between encouraging pupils to study and also recognising whether they are well enough to benefit from teaching.

EXCLUSIONS
Exclusion happens when the Head Teacher sends a child or young person home from school.  All schools should have a written policy on exclusions that should set out how the school promotes and enforces discipline.  There are two sorts of exclusions:

1. Temporary exclusion…
This is when a child is excluded for a short period – usually 1-3 days. If a child is excluded for more than 1 or 2 days the Head Teacher should arrange for the child to be given homework. 

A child cannot be excluded for more than 45 days in any one school year.  Exclusions that last longer than 15 school days should only be used in the most serious circumstances.  Any exclusion which lasts longer than 15 days counts as a permanent exclusion.

2. Permanent exclusion…
This only happens in the most serious circumstances – and used to be known as getting ‘expelled’.  Sometimes a child may be excluded for a fixed period whilst investigations are carried out and then this can be converted into a permanent exclusion.

NOTIFYING PARENTS
Parents must be informed of a temporary or permanent exclusion if a young person is under 18.  The Head Teacher should put in writing the details and length of the exclusion, and also explain to parents how they can challenge the decision.  The family should also be given the name and telephone number of a person who can give them some advice.
                                       

CHALLENGING A DECISION
The first person to contact is the Head Teacher who has the power to allow a child or young person back into school.  This is called a reinstatement.  If this does not happen, parents can write to the school’s discipline committee and ask them to look at the matter.  Parents can ask to meet the committee in person to present their child’s case.  Usually, discipline committees do not look at exclusions which last for less than 6 days – unless a young person would miss an exam.

APPEALING TO THE LEA
If the discipline committee upholds the decision to exclude a child, parents can write to the LEA.  The LEA must consider their case and may direct the school to reinstate the child or reduce the length of the exclusion.  If the LEA agree with the parents that the child should be reinstated, the Head Teacher should follow whichever decision will lead to the earliest return to school for the child.  If the exclusion was for a fixed period and the LEA has asked for the child to be reinstated, the Head Teacher can decide to make the exclusion permanent. If the LEA has ordered a reinstatement, but the discipline committee disagrees with this, the discipline committee can appeal.  A child remains excluded from the school until any appeal has been decided.

APPEALS PANEL
If both the LEA and the discipline committee agree that a child should remain excluded they should send a letter to the parents explaining their decision.  The letter should also tell them how to appeal to the independent Appeals Panel.  Parents must make their decision to appeal to the Panel before the 15th school day after they were notified of the exclusion.

It is important to get some specialist help when appealing to the panel.
For advice you can contact:  ACE EXCLUSION HELPLINE  020 7704 9822

WHAT HAPPENS AFTER A PERMANENT EXCLUSION?
Even after a permanent exclusion, the LEA still has a duty to provide suitable education for a child or young person.  They have the right to attend another school.  Parents can choose the school and the LEA must accept that choice as long as the child meets the usual admissions criteria.  However, if the child has already been permanently excluded from 2 other schools, a new school can refuse admission and parents can appeal against a school decision to refuse admission in these circumstances.

If a school cannot be found they may be provided with a place in a Pupil Referral Unit or PRU.  PRU’s have been set up to provide specialist support for children who have been permanently excluded.  Usually a place is given on a temporary basis with the aim of getting a child back into a mainstream school.

EDUCATING A CHILD AT HOME
Sometimes LEA’s offer home-based tuition for children who are not in school.  This is not usually offered to children once they reach the age of 16.  Sometimes parents themselves feel they want to educate their children at home.  The LEA must be sure that this education is satisfactory.  There is a support organisation that supports parents who make this decision – or are thinking about this.  They are called EDUCATION OTHERWISE and can be contacted at the following address:

Education Otherwise, PO Box 325, Kings Lynn, Norfolk, PE34 4XW

TEL: 0845 478 6345

Email: eoemailhelpline@education-otherwise.org