1. We would like more support for a statemented pupil.
It may be appropriate to organise an early annual review & contact the SEN Assessment Team.
Each school has a named administrative casework officer within the SEN Assessment Team who is the first point of contact for any queries about the SEN assessment process.
Each school also has a named SEN Officer who can represent the SEN Assessment Team at Annual Reviews & other meetings.
Area North / Area South / Area EastHeather Currie
01524 581158 / Iain Calderbank
01772 531816 / Janette Hastings
01254 220553
Prior to the Review the school should circulate information indicating what support the pupil has been receiving and evidence of the progress made. There should be evidence that the school has considered alternative ways of helping the pupil and also the reasons why these are considered to have been unsuccessful. Please refer to “Including Special Learners” for more details on the correct procedures.
2. How often should the EP visit?
Details of your named Educational Psychologist, allocation of time to school, the range of work which EPs can carry out with you and how to plan your EP time is explained in detail in the EPS Service Level Guarantee sent out to all Lancashire schools at the beginning of the academic year. Please refer to this for further information. If you have any queries please contact one of the names below.
Lancaster, Wyre and Fylde / Preston / Chorley, South Ribble and West LancashireTeam Manager: David Wood
01524 581200
Assistant Team Manager: Liz Eddington
01524 581200 / Team Manager: Yakub Padia
01772 531597 / Team Manager: Stephen McCoy01772 531597
Assistant Team Manager: Christopher Billington
01772 531597
Hyndburn and RibbleValley / Burnley, Pendle and Rossendale
Team Manager: Lesley Carr
01254 220562 / Team Manager: David Wasilewski
01254 220528
Assistant Team Manager: Lesley Valentine
01254 220544
3. We are waiting for an Educational Psychologist report
After each visit an educational psychologist will provide a written record of direct contact which is sent via the schools portal into school). The record of contact should indicate the agreed future actions relating to the work that was undertaken.
Details of expected time frames for receipt of records/reports are outlined within the Service Level Guarantee Part One. If you have concerns about any unexpected delay please contact your named EP or one of the SEPs, as above.
4. The parent of a child is demanding an assessment and yet our EP allocation time is fully planned for.
Schools, parents and EPs work together collaboratively for the benefit of children and young people. Where a parent wants an EP involvement it is best to be proactive and ensure that the collaboration is maintained. This can reduce the amount of frustration felt by some parents and therefore ensure that a good working relationship is maintained. Each situation is individual and many different courses are open including those that do not require an EP to receive a formal request for involvement.
The SENCo can seek EP opinion through a preconsultation discussion
Parents can have a telephone conversation with the EP
The school arranges for parents to have a discussion with the EP
In any situation like this the HT or SENCo might want to discuss the best course of action with the EP before giving a definitive response to the parent. It may be that additional support via ESAP might be appropriate.
The parent may wish to phone the EP Helpline on 01772 530444
5. We have admitted a child from another school who needs to see the EP urgently but we have used up our allocation of time.
Discuss the situation with your school EP to see if the child actually needs to be seen by an EP or whether appropriate strategies/support might be put in place for the child following consultation with the EP. If all involved feel that an individual appointment with the EP is appropriate then the EP will discuss the possibility of exceptional additional time with the SEP.
If a child transfers from another CSA/LEA with a draft or final statement you must contact the SEN Assessment team as soon as possible to discuss how you can provide the appropriate provision for that child.
6. Is it acceptable to withdraw pupils from class for additional support?
This should take place with sensitivity to the child’s feelings and needs.
Withdrawal should not take place so that a child regularly misses the same part of the curriculum.
If possible the child should be present for the main teaching part of the lesson and come back to be involved in the plenary.
Evaluation of withdrawal arrangements ought to measure the impact of the support being offered.
The current OFSTED Handbooks do not have specific guidance, however Pp81-4 OFSTED "Handbook for Inspecting Nursery and Primary Schools" 2003 HMI 1359 adds the following criteria which are still appropriate:
- The purpose of the group work is clearly set out in plans & relates to IEPs;
- Work is specifically related to improving communication skills or personal social & behavioural skills;
- Disruption to learning in normal classes is minimised;
- Learning is designed to boost success in normal classes;
- The work is assessed & reviewed regularly and recorded consistently;
- For pupils who need to be taught in special groups for most of the time, attention is paid to promoting pupils social links with others and;
- There is no evidence of pupils being stigmatised
For some pupils with ASD type difficulties, it may be helpful to provide a place to which the child may withdraw him or herself (sometimes with an adult prompt), either inside or close by the classroom with supervision, when things are becoming too stressful or over stimulating. The use of this provision should be monitored and suitable activities provided to help the child understand and express his feelings, calm down and/or work quietly until ready to return to class. This ‘withdrawal support’ provision should not be confused with ‘Time out’ arrangements which are used as part of a planned behaviour management programme for very short periods ( usually 1 minute per year of child’s age) to remove the child from any attention or stimulus as a consequence of an act of misbehaviour.
7. We have a problem with a child in the Foundation Stage, and not in Yr R
Contact the Early Years team if the child is in an independent nursery or to see if the child has already been identified at a previous stage. The Early Years team supports children when appropriate until they are five.
Area North / Area South / Area EastClaire Goss
North Team Leader (Early Years)
01524 847140 / Win O’Neil
South Team Leader (Early Years)
01772 904784 / Kay Pilkington
East Team Leader
01282 426952
8. What do I look for on an IEP? How often should IEPs be reviewed? Who should be involved?
The IEP should not be the same as general curriculum plans – they must be additional to and different from classroom provision.
An IEP ought to identify 2–5 key targets that have been agreed through the involvement of the teacher, TA and, where possible, the child and parent.
The targets should be SMART and for the short term.
Teaching strategies ought to be identified.
Provision to be put in place should be includedshowing when and how frequently support is provided.
Progress should be closely monitored between IEP reviews
When the plan is to be reviewed
Success criteria
Outcomes
IEPs ought to be reviewed formally at least twice a year but preferably each term (to coincide with parents evening), if not more.
Teachers, children, TAs, specialist teachers/other agencies, parents & SENCO should be involved. Teachers ought to take the lead in reviewing the IEP and in setting targets, with the SENCO there for additional support and advice if needed. The SENCO takes overall responsibility for ensuring that the IEPs are appropriate and of good quality and reviewed at the arranged times.
See SEN Toolkit Section 5.
Further guidance is available on the schools portal through the A-Z guidance or through your SEN adviser
9. Should Gifted, Able and Talented children go on the SEN register?
The definition of SEN in the Code of Practice does not include G & A pupils
G & A pupils should have their own register/record.
However G & A pupils may have other difficulties which will require them to be placed at School Action or School Action Plus.
10. Where do I get more information about PIVATS?
The website – pivats.lancashire.gov.uk
Training – Helen Edwards 01257 517196
The document – PIVATS Team – 01257 517196
Folders – Helen Edwards 01257 517196
11. A parent doesn’t want their child to be placed on the SEN register
There is no statutory requirement for a register to be kept and it is more helpful to recommend keeping a “record” of additional support.
Contact the SENFLO (SEN Family Liaison Officer)
The requirement to meet the needs of pupils with special educational needs means that a school is able to decide how best to do this. However, a child who would need to be moved to School Action Plus or Early Years Action Plus cannot have outside agencies brought in as parents can refuse permission for their details to be passed on to third parties.
12. Parents won’t sign to agree for an EP assessment on their child
After discussing with your school EP, contact the Parent Partnership Officer:
Brenda Corlett – Fieldwork Manager - 01772 532030
Joan Bill – Training and Development – 01695 585830
Amina Iqbal – If interpretation is needed – 01254 220569
Alison Dodgon – Choice Adviser (Yr 6/7 transfer) – 07500 065504
Kevin Ma’Har – Choice Adviser (Yr 6/7 transfer) – 07500 065505
Area North / Area South / Area EastGayle Lavelle
Fylde and Wyre
(07738 786452)
David Pepper
Northern Part of Area
(07786 197028)
/ Mary Joyce
Preston
(07789 927997)
Mary.joyce@lancashire .gov.uk
Russell Hartley
Chorley, South Ribble, West Lancs
(07887 831775)
Laura Morris
West Lancashire
(07920089384)
/ Diane Hartley
Rossendale and parts of Burnley
(07795 541360)
Janet Brennand
Pendle and parts of Burnley
(07795 541361)
Mel Adams
Hyndburn and RibbleValley
(07703 007602)
13. What is the Parent Partnership Service
The Parent Partnership Service is a statutory service that offers information, help and support for parents of children and young people with special educational needs. The service has a role in making sure that parents views are heard and understood and that these views inform local policy and practice. The parent Partnership offers a range of services including free training in schools for parents, support and advice for parents in their homes, advice lines, providing a wide range of information for parents. For more information contact your local officer.
See above for contact details.
The FIND Service is an information service for families that include a child with disabilities or additional needs in Lancashire as well as professionals who provide a service to these families.
To find out more contact the co-ordinator, visit the web site or look under SEN on the school portal
Contact details
Dawn Helm Disability Database Co-ordinator
Tel 01772 532509 Mob 07825755511
e-mail web
14. Should a child with medical needs go on the SEN record?
Medical diagnosis or disability does not necessarily imply SEN. Educational provision may become necessary if it affects their cognitive or physical abilities, behaviour or emotional state. However, a Care Plan should be provided if the child needs regular care and medication on a long term basis. (This will involve parents, health professionals & school and should be given to all staff who come into contact with the child – it will detail medical procedures required by the child’s condition & details of any training undertaken by staff).
All medication should be kept in a locked cabinet unless pupils have permission to carry it with them. Parents are responsible for supplying the school with adequate information regarding the condition & medication – in writing & signed, so that current procedures for each child are known (Standard forms can be found in “Supporting Pupils with Medical Needs” file).
15. We are concerned about needing to put in facilities for disabled pupils (Hoist/toilet/changing table)
The school has the responsibility to produce an Accessibility Plan which details any necessary adjustments that the school may need to make.
If the child has additional provision in the form of EEYAP/ESAP/statement of SEN the school has to buy their own equipment up to £300.
Contact the local SEN assessment team for further information.
16. When is a Care Plan appropriate, who should be involved and how oftenshould it be reviewed?
A Care Plan is necessary for any child with a physical condition or disability. This should be based on a risk assessment and detail how the child’s needs will be addressed on a practical basis. Agencies involved with the child would be part of the process and the plan should be reviewed regularly – at least annually, to ensure that it remains appropriate.
17. A teacher wants a child excluded for what they perceive to be completely unacceptable behaviour
The decision to exclude rests solely with the Headteacher (or the Deputy acting as headteacher in his or absence from the school premises).
The school should have defined what is and isn’t acceptable in a positive behaviour management policy and there should be clarity about what sanctions exist within a staged approach of increasingly stringent actions, although it is not helpful to define exactly ‘excludable offences’ since this can lead paradoxically, to more unfair treatment if applied consistently For example excluding a pupil who swears or hits out as a result of distress or pain compared with one using this as deliberate verbal or physical abuse. All policies should reserve the necessary flexibility to consider each case on its circumstances whilst ensuring that everyone is aware of what may result from such behaviour.
There should be consistency and fairness in judgement.
If the behaviour occurs as a result of a condition which may be defined as a disability under DDA, schools should ensure that reasonable adjustments have been made to support the inclusion of the child. Helpful guidance around such adjustments can be found on the DRC website.
The teacher should be provided with support to manage their feelings around a serious incident and both the teacher and child should receive support and assistance in dealing with any further incidents.
The school may wish to consult with agencies outside the school and consider a Pastoral Support Plan for those whose behaviour places them at risk of permanent exclusion.
Revised Exclusions Guidance is available on Teachernet.
18. An adult witnesses a child being picked up or dragged in school to manage their behaviour
It is not acceptable to either pick up or drag a child as described. The risks to both adult and child are unacceptable.
A care and control or physical intervention policy should exist which details what sort of physical interventions are acceptable and by whom these may be carried out. Recent changes resulting from the Education and Inspections Act 2006 include the authorisation of any adult working in a school who, as part of their duties are required to supervise pupils. Adults choosing to intervene physically to control or restrain a pupil should have assessed the risk of intervening and be able to justify their decision to do so in writing.
Guidance on Restrictive Physical Intervention is contained in the November 2007 guidance entitled ‘Use of Force to control or restrain pupils’
A positive handling plan should be put in place for any child who may need managing through physical intervention. This should link to other plans and should detail preferred strategies and ways of preventing the need to do so if at all possible. The child and parents should be involved and aware of what may happen and why.
Where a pupil is physically handled or restrained (beyond what might be described as a physical prompt or guide), parents/carers (and in the case of CLA, the named Social Worker) should be informed. An RF1 form should be completed within 24hrs which is cross referenced to the Serious Incident Book entry. A copy of the form should be placed on the pupil file and the original maintained in the school file for such incidents.
19. How do you make a referral to LPRS?
Schools can ring the ShortStaySchool directly for over the phone advice. There is also a Request for Access form that can be obtained from the short stay school or the LPRS website ( which must be completed, and detail evidence of previous support, evidence of disruption, the child’s emotional needs and also how the short stay school will benefit the child. At primary level a panel of local authority professionals that include: EPs, headteachers, SEN officer and PATeam officer, review the documentation and consider whether a place is appropriate.
Children with and without statements (at School Action Plus) can be placed in these settings for up to 2 terms if there is a place available. The maximum stay is 1 year (at the discretion of the service).
Other pupils who attend are those with permanent exclusions or fixed term exclusions after 5 days.
Mainstream school must have demonstrated a range of appropriate interventions prior to referral.
The possibility of a Short Stay school must have been agreed with the parents/guardians as part of the Request form requires a parental signature.
Children other than permanently excluded, remain on the role of their mainstream school.
Mainstream school staff must attend regular reviews and remain committed to inclusion in their school.
Area North / Area South / Area EastPrimary
Stepping StonesSchool
01524 67164
HavenSchool
01253 821516
Secondary
Chadwick Centre
01524 384926
McKee Centre
01253 770714 / Primary
GoldenHillSchool
(Preston Centre)
01772 796603
GoldenHillSchool (Leyland)
01772 904780
Secondary
Shaftesbury House
01257 516067
West Lancashire PCSS
(The Acorns Centre)
01695 575486
Larches House
01772 728567 / Primary
HendonBrookSchool
01282 693432
LeabrookSchool
01706 215977
Secondary
OswaldtwistleSchool
01254 231553
ISAAC Centre
01282 457910
Burnley & Pendle PCSS
(Hargher Clough Centre)
01282 421142
Contact: Tracey Warren, Senior Manager, (Primary) 01254 220795