What is the role of the East Riding of Yorkshire Parent Partnership Service?
What does the service do?
What information does the service hold?
Who can the service help?
Where is the service based?
How can I be involved?
What are Independent Parental Supporters?
What qualities and skills does an IPS need to have?
How might an IPS support parents and the Parent Partnership Service?
How does the Parent Partnership Service support IPS's?
What is a Statement of Special Educational Needs?
What information will be included on the statement?
What happens before a statement is considered?
What happens if the local authority decides to write a statement?
What happens if I do not agree with the statement?
What happens if the local authority decides not to write a statement?
What is statutory assessment?
What happens when an assessment is asked for?
Who can ask the local authority to carry out a statutory assessment?
What is School Action Plus?
What is School Action?
What is an Individual Education Plan (IEP)?
What information does an IEP include?
When is the IEP reviewed?
What will the review consider?
How can the school help my child to learn?
How can the SENCO help?
How can the school respond to my child's needs?
If my child had special educational needs, could they still go to a mainstream school?
Where can I obtain a copy of the SEN Code of Practice?
Who can ask the LA to carry out a statutory assessment?
Does the service produce a Newsletter?
What is the role of the East Riding of Yorkshire Parent Partnership Service?
The role of the Parent Partnership Service is to encourage partnership between parents, East Riding of Yorkshire Education Authority and its services, schools, early years providers, voluntary organisations, health and social services in the work of identifying, assessing and making provision for pupils with SEN. The aim of the service is to empower parents to play an active and informed role in their child`s education including contributing to the decision-making processes. The philosophy of the service is `consultation rather than confrontation`
What does the service do?
Provides free and confidential information, advice and support to parents and carers of children with special educational needs.
We can provide information on:
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Statutory assessment
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School based support
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Support in the early years
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Education Support Services
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The roles and responsibilities of parents, schools, the Education Authority and other agencies
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Independent Parental Supporters
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Local and national support groups and voluntary organisations
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Disagreement resolution
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Appeals and Tribunals
We provide practical support to families by:
- Listening and helping them put forward their views
- Providing access to an Independent Parental Supporter
- Helping parents to make sense of the special educational needs framework
- Accompanying families on visits to schools and early years settings suggested as suitable for their child
- Accompanying parents at meetings in schools or early years settings
- Providing a resource base of books, publications, reports and videos available on loan to parents
What information does the service hold?
The service has a resource base of books, reports, magazines and videos which are available on loan to parents. The service has comprehensive information on local and national support agencies of interest to parents and carers.
Who can the service help?
Parents and carers of children/young people with special educational needs.
Where is the service based?
Room FS32, County Hall, Beverley, HU17 9BA
Contact Telephone numbers:
01482 392108/09
Fax: 01482 392129
Email: parent.partnership@eastriding.gov.uk
How can I be involved?
Your child`s school Special Educational Needs Co-ordinator (SENCO) will usually write the IEP after talking to class or subject teachers and other outside agencies who may be working with your child (for example, Special Educational Needs Support Service, SENSS). The SENCO has day-to-day responsibility for the co-ordination of SEN provision in the school.
You should be invited to contribute your views and to be consulted about the targets and how your involvement can help your child. It is important that you and your child know what they are working towards and feel clear about how you can help to achieve this.
What are Independent Parental Supporters?
Independent Parental Supporters (IPS`s) are trained volunteers, many of whom are parents of children with additional needs. They provide confidential information, advice and practical support to families.
The Special Educational Needs (SEN) Code of Practice (DfES, 2001) expects Parent Partnership Services to use their `best endeavours` to recruit and train volunteer Independent Parental Supporters (IPS`s).
Parent Partnership Services should be able to provide access to an Independent Parental Supporter (IPS) for all parents who want one.
The Code defines an IPS as:
Someone who can support parents for example by attending meetings, encouraging parental participation, and helping the parent understand the SEN framework.
Independent means someone independent of the decision making process that determines the type and level of support for a child with special educational needs. Independent Parental Supporters will often be someone from a voluntary organisation, a parent partnership service, another parent or a friend.
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What qualities and skills does an IPS need to have?
First and foremost an IPS needs to be willing to listen to parents and support them to make decisions. It will be helpful if the IPS has an interest in education and special educational needs. The accredited IPS course will provide the IPS with a broad knowledge base. An IPS will need to attend ongoing training, seek out information for parents and recognise when s/he needs to ask for help. It is important that an IPS respects confidentiality, is reliable and trustworthy, and can see things through.
How might an IPS support parents and the Parent Partnership Service?
An IPS might be asked to help parents by:
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Listening to parental concerns
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Helping parents to understand the Statutory Assessment process and the professionals involved
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Helping them to express their views with confidence both verbally and in writing
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Helping with reading through and making sense of letters and reports
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Assisting with writing letters or completing forms
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Supporting parents at meetings, taking notes and discussing with parents what has been said and agreed
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Accompanying parents on visits to schools or early years settings
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Making contact with other local and national agencies/sources of help
An IPS may help the Parent Partnership Service by:
- Updating the resource library and offering books and publications out on loan to parents
- Producing a newsletter
- Hosting coffee mornings/drop ins
- Helping schools to maintain resources for parents and information about SEN
- Distributing information for parents in the Authority (i.e. at Customer Advice Centres, Health Centres, GP surgeries, dentists, pre-schools)
- Helping in the office with the paperwork
How does the Parent Partnership Service support IPS's?
The service offers a training course for all prospective IPS`s. The course is accredited through the Open College Network. IPS`s will be encouraged to complete and submit a portfolio to gain credits. Ongoing training to supplement this broad knowledge will be offered.
The service recognises that IPS`s need support both individually and as a group. Individual support is available by telephone and face-to-face. Regular group support meetings will be held to discuss IPS activity and concerns. The service is able to organise the initial home visit to introduce the IPS to the parents. Travel costs and telephone expenses can be claimed from the service.
What is a Statement of Special Educational Needs?
A Statement of Special Educational Needs (Statement) is a legal document issued by the Local Authority (LA). It sets out a child`s special educational needs and identifies how these needs can be met with appropriate provision. Only a very small number of children have special educational needs that require a statement.
What information will be included on the statement?
The statement will set out your child`s needs and the special help he or she will receive. It is in six parts:
PART 1: Details about your child, i.e. name, address, date of birth
PART 2: A description of your child`s special educational needs
PART 3: The help that the LA considers will meet your child`s needs
PART 4: Where your child will be educated (this is left blank in the proposed statement as you will be asked which school/pre-school you would like your child to attend)
PART 5: Your child`s non-educational needs
PART 6: How these non-educational needs should be supported
What happens before a statement is considered?
All children are taught in a variety of ways to support them in their learning. Some children may need additional help because their learning needs are significantly greater than those of other children of their age. These children will receive help at School Action or School Action Plus. If a child does not make adequate progress despite this help a statutory assessment of his or her needs may be recommended. Alternatively a child`s needs might change suddenly following an accident or an illness. Young children with complex needs are likely to be referred for a statutory assessment before starting school.
What happens if the LA decides to write a statement?
This is an important document. Initially it is sent to you as a draft (or initial) statement. With it are copies of all the assessments. The covering letter gives an explanation of the decision. However, before the statement is put into operation, you have a chance to say whether you agree or disagree with it and state a preference for a school.
If a different school is proposed by the LA, you are given details about the new school and you can visit it.
You can contact the officer named in the letter, if you so wish.
You can ask for a meeting with any of the professionals who have completed a report if you disagree with it or do not understand it. The named officer can arrange this.
If appropriate, the authority will change the statement and let you have a new draft statement to comment on.
After careful consideration the LA will confirm the draft statement and it then becomes a legal document.
The statement should be confirmed within 6 months of the start of the assessment.
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What happens if I do not agree with the statement?
If, following discussion with your named officer, you still do not agree you can appeal against the decision. You can request help from the Parent Partnership Service to help resolve disagreements. This should only be necessary in a very few cases, as the authority takes into careful account any strong feelings you have.
You will be told how to appeal, if this is what you want to do.
The appeal would be heard by a Tribunal. The proceedings would be as friendly as possible.
The Tribunal can either confirm the statement (agreeing with the authority), or it can direct the authority to change its decision.
What happens if the LA decides not to write a statement?
Where the LA decides not to make a statement you will be given the reasons for the decision in writing. If you wish the named officer will discuss this with you. If you are not satisfied with the decision you should notify your named officer about your wish to appeal to the Tribunal.
A Parent Partnership Co-ordinator is available to offer independent advice and can put parents in touch with other organisations who may be able to provide support. In a small number of cases, when agreement cannot reached, the Parent Partnership Co-ordinator can also inform parents about the SEN Mediation Service which is available to resolve disagreements.
What is statutory assessment?
Statutory assessment is a very detailed assessment governed by the Education Act 1996. Reports about your child will be provided by yourself, the school, an Educational Psychologist, the School Medical Officer, Social Care and others who work with or support your child. The assessment will identify your child`s needs and any specific help he or she may require. When this process is completed the LA will decide whether to issue a Statement of Special Educational Needs for your child. The Parent Partnership Service can provide information, advice and support with regard to the statutory assessment process.
What happens when an assessment is asked for?
If you ask, the LA will consider assessing your child.
If someone else asks, then the LA will consider the request and inform you that a request has been received - you will also be asked for your views. If the LA decides to start an assessment you will be sent a form to fill in (you do not have to use the form if you would rather write a letter). Alternatively, use the online assessment form. You will be given the name of an officer you can contact i.e. the `named officer` or `Education officer`. Please feel free to contact the officer if you have any questions or if you need help filling in the form.
Who can ask the local authority to carry out a statutory assessment?
The school will normally talk to you about making a request. An educational psychologist will usually be involved and will discuss whether an assessment is appropriate. You can also ask by writing directly to the LA. No official forms are required. The Parent Partnership Service can help and advise you. Tel 01482 392108 or amanda.ward@eastriding.gov.uk
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What is School Action Plus?
If there are concerns that the progress your child is making with support at School Action is not adequate the SENCO will ask your permission to seek further advice from external support services. The SENCO may want to ask for help from, for example, an Educational Psychologist, a specialist teacher from the Special Educational Needs Support Service (SENSS), a behaviour support consultant, a teacher for the visually or hearing impaired or a health professional. The involvement of an external support service can help the school with fresh targets and strategies for your child`s IEP, provide more specialist assessments, give advice or provide support for particular activities.
Your child will continue to receive help at School Action Plus until it is no longer needed or it is decided that a request for statutory assessment would be appropriate. A statutory assessment may lead to a Statement of Special Education Needs (see separate information sheet). A statutory assessment is only required for a very small number of children.
What is School Action?
The school will tell you if they think that you child has special educational needs. They need to keep a record of children who are receiving help at School Action. Some schools call this record the SEN Register. The school can also provide information about the Parent Partnership Service (see end for details) who can offer additional information, advice or support.
Your child?s teacher or the SENCO will collect information about your child that may include additional information from you and other people who work with your child. He/she will discuss with you what extra or different help is needed to help your child. This is called School Action.
An Individual Education Plan (IEP) (see separate information sheet) will be prepared outlining what action will be taken. The IEP will be reviewed at least twice a year.
Help at School Action will continue for your child until it is no longer necessary or it is decided that he or she would benefit from specialist support at School Action Plus.
What is an Individual Education Plan (IEP)?
The Special Educational Needs Code of Practice (see end for details) sets out guidance for schools on meeting special educational needs. The Code stresses that the IEP is an important document for teaching staff to help them to plan the education for children with SEN. An IEP is defined as a planning, teaching and reviewing tool. It identifies a child`s immediate learning needs and the special arrangements and help that need to be made that are additional to or different from the curriculum for all children. Children at School Action, School Action Plus or who have a statement of special educational needs (see separate information sheets) will have an IEP.
What information does an IEP include?
The IEP should look ahead (an action plan) rather than look back (a review). A good IEP will:
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Identify your child`s strengths and area(s) of difficulty
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Detail any medical or counselling arrangements
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Indicate your child`s current levels of achievement (Standard Test Scores)
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Set three or four specific targets that represent achievable goals and acknowledge success (If your child has a Statement of SEN the targets should relate to the objectives on the statement)
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Specify any additional support or resources, i.e. programmes/activities/materials/ equipment
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Set clear monitoring and recording arrangements including dates
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Indicate how you, as parent/carer will be involved
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Include, where appropriate, contributions from your child
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Arrangements for the review of the IEP
When is the IEP reviewed?
IEP`s should be reviewed at least twice per year. Some schools will review these every term, i.e. three times per year.
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What will the review consider?
The review will consider your child`s progress against the targets. It will include any updated information and advice, your views and your child`s views (if appropriate). Future targets, support and resources will be agreed. It will also provide an opportunity to consider whether your child continues to need interventions that are additional to or different from the curriculum for all children or whether there is a need to request information and advice from other professionals or agencies that can help your child.
How can the school help my child to learn?
All children are individuals. They develop and learn at different rates. Because of these differences children are taught in a variety of ways to support them in their learning. The teachers in the school plan, teach, assess and evaluate taking into account the wide range of abilities and interests of children, their preferred learning styles, the task expected and the learning environment. This is known as differentiation. The teacher can, for example, use a different teaching style that better suits the way your child learns, use different books or worksheets, or group children according to their learning needs. Most children will benefit from the schools differentiated curriculum and make progress. Other children may require help that is additional to or different from this approach.
How can the SENCO help?
The SENCO will work with your child`s class teacher and:
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Help to decide if your child has special educational needs
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Take the lead in further assessment of your child`s particular strengths and weaknesses
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Plan future support for your child at School Action or School Action Plus
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Ensure that appropriate records are kept of your child`s progress
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Help to write an Individual Education Plan (see separate information sheet) in conjunction with you
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Ensure that the appropriate school staff talk to you and other professionals involved with your child
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Advise and support other members of staff in the school
How can the school respond to my child's needs?
If you or the school are concerned that your child is not making adequate progress it is important that you discuss whether any additional intervention would help. Triggers for intervention include concerns that your child:
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Makes little or no progress when teaching approaches are targeted at his/her areas of weakness
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Has difficulties in literacy and numeracy that result in poor attainment in some curriculum areas
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Presents persistent emotional or behavioural difficulties that are not helped by the usual behavioural management techniques
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Has sensory or physical problems and makes little or no progress despite specialist equipment
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Has communication and/or interaction difficulties and makes little or no progress
The Special Education Needs Code of Practice (see end for details) sets out guidance for schools and recognises that children need a graduated response to meet their special educational needs. The school will inform you if your child has special educational needs and the provision that is being made to support him/her. The school has a member of staff appointed as the Special Educational Needs Co-ordinator (SENCO). The SENCO has day-to-day responsibility for the co-ordination of SEN provision in the school.
If my child had special educational needs, could they still go to a mainstream school?
The basic principle is that children with special needs should be taught in their local mainstream school if possible.
A child with special needs can usually attend a mainstream school as long as: -
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the school can give him or her the teaching he or she needs
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this will not interfere with the teaching of the other children in the school
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this is a sensible way of using resources.
It is the authority`s policy to follow these principles. An example is the provision of ramps, lifts, disabled toilets and additional resources. When a statement is made some children attend a special school, a unit or a school with additional support facilities, and some have extra help in their own school. In some cases it is useful to place a child in a special unit or school for a short period, in order to get a better idea of his or her needs, before the assessment is completed. This is only done in a few cases and with the consent of the parents.
If you would like to know more about a particular school, ask the school for a copy of its school prospectus.
Most children with special needs can attend schools in the East Riding of Yorkshire, but in a few cases special schools outside the authority have to be used. If this happens, the local authority usually pays the full costs including travel.
Where can I obtain a copy of the SEN Code of Practice?
Copies of the SEN Code of Practice and the parents guide to SEN can be obtained free of charge by contacting the Parent Partnership Service telephone 01482 302108 or telephone 0845 60 222 60.
Who can ask the local authority to carry out a statutory assessment?
The school will normally talk to you about making a request. An educational psychologist will usually be involved and will discuss whether an assessment is appropriate. You can also ask by writing directly to the LA. No official forms are required. The Parent Partnership Service can help and advise you. Tel 01482 392108 or amanda.ward@eastriding.gov.uk
Does the service produce a Newsletter?
Partnership Matters is the service newsletter which is produced 3 times a year. Telephone 01482 392108 to request a regular copy or you can download pdf versions by clicking on the links below:
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