Frequently asked questions

1. I think my child may have special needs. What should I do?

A) Ask to speak to the special educational needs co-coordinator (SENCO) in your child’s school and arrange a meeting to discuss your concerns. Contact us if you would like support at the meeting.

2. I don't think that my child is progressing as well as he/she should be, because school are not meeting his needs, what should I do?

A) All parents/carers want the best for their child and hope they will be happy and get on well in school. If you are worried that your child is having difficulties at school the first step is to discuss this with the school.

What sort of questions could you ask?:

• does the school think my child is having any difficulties?
• has my child been set any targets?
• is my child at the same level as most other children in the class?
• what do the results of my child's SATs or other tests or assessments mean?
• is my child already getting extra help?

Write down all your questions and queries to help you remember them in the meeting.

It is best to start with your child's teacher for the meeting and possibly the school's special educational needs co-coordinator (SENCO).

If you still have concerns after the meeting or want more advice and support please contact PPS

3. What is a provision map/IEP?

A) A provision map is a way of documenting the range of support available to pupils with SEN (special education needs) within a school.

Provision maps can be used as part of the planning process in a number of ways to:

• audit how well provision matches need and recognise gaps in provision
• cost provision accurately
• highlight repetitive or ineffective use of resources
• plan development to meet pupils’ identified needs
• inform parents, local authorities, external agencies and OFSTED inspectors of how resources are being used to meet needs
• focus attention on whole-school issues of teaching and learning rather than on individual child issues
• record changes in provision and transfer easily from class to class or school to school
• be used as a basis for writing IEPs.

         (Taken from Devon Local Education Authority’s ‘provision mapping’)

An IEP is an Individual Education Plan. It should say:

• what special help your child needs
• how often your child will receive the help
• who will provide the help
• what your child’s targets are
• how and when your children’s progress will be checked
• what help you can give your child at home.

Both you and your child should be involved in writing an IEP and monitoring its effectiveness.

4. A request for Statutory Assessment for my child has been turned down. What should I do now?

A) A Statutory Assessment is a detailed investigation to find out exactly what your child’s needs are and what special help they need. We can help you work with school and the local authority to investigate why the request has been turned down and what can be done about it. If this does not resolve the situation we can help you access the Disagreement Resolution Service or provide you with information about making an appeal to Tribunals Service - Special Educational Needs and Disability

Parent Partnership Service can advise on how to do this and signpost to the Independent Panel for Special Education Advice (IPSEA) for support in preparing for and attending the hearing. We will continue to support parents/carers to work with schools and the local authority to resolve issues outside of the appeals process and offer advice regarding the local Disagreement Resolution Service.

Parent Partnership workers do not attend, represent or act as witnesses for parents at tribunals.

5. My child may be excluded from school due to their behaviour, what should I do next?

A)An exclusion means that your child has been barred from attending his/ her school by the head teacher. The type of exclusion and the reason/s for it will be provided in a letter to you from the head teacher.

There are 3 types of exclusion:

• fixed period exclusion - this means that your child is barred from attending school for a set number of days, which the head teacher will decide
• lunch time exclusion - for disruptive behaviour. This is a fixed period exclusion over the lunch time period (equal to half a school day)
• permanent exclusion - this means that your child has been permanently barred from attending his/her school.

It is important that you discuss the exclusion with the school. You should arrange to discuss with the head teacher what has led to the exclusion and what happens next.

If you are not satisfied with the head teacher's explanation you can ask to meet with the governors of the school at a pupil discipline committee meeting. This is a meeting to confirm the head teachers decision or instead to direct that your child be re-admitted to school.

If you are making a case against a fixed term exclusion of fewer that 5 days in the term the pupil discipline committee have no power to direct the school to re-admit your child before the exclusion ends.

(pupil exclusion manual. Education Bradford 2005(now City of Bradford Metropolitan District Council))

If you would like further information or support contact PPS.

Visit the Advisory Centre For Education website, in particular their Exclusion from school - Information Page.

6. I've been told that I can get free transport to school, how do I get it?

A) Some children are entitled to transport through City of Bradford Metropolitan District Council Children's Services transport policy. If you would like to apply for transport for your child you need to fill in the appropriate form which can be found the local authority's web site School Travel Information

In cases where pupils do not qualify under the policy for free transport to school, you may appeal to the Council's educational appeals panel which may recommended to award free transport.

If you would like further advice or support please contact PPS.

7. My child is due to have a 'Transition Review'. What is this, is it similar to an Annual Review?

A) A Transitional Review is similar to an Annual Review of a child's statement but in addition looks at options / provision available to your child after they finish school.

The aims of an Annual Review are:

• assess the child's progress towards meeting the targets in the statement
• review the specialist provision made for the child
• consider whether the child's statement is still appropriate or whether it should be changed or ceased
• set new targets for the next year.

The aims of an Transitional Review are:

The Transitional Review will look at all the information of an Annual Review but will also include a transition plan.

A transition plan, 'Should draw together information from a range of individuals within and beyond school in order to plan coherently for the young person's transition to adult life' (SEN code of practice 9.51)

All students with a statement of SEN must have a transition plan from year 9 onwards. Other students may have a transition plan if this has been agreed with the local Connexions Service.

The transition plan is usually reviewed at the next annual review of the statement (SENCO Handbook, Education Bradford(now City of Bradford Metropolitan District Council), 2008).

For further advice and support places contact PPS.