Additional support needs - assessment

This is the process which enables schools to plan to meet the educational needs of children. It includes a planning and record keeping system for any child who needs support. It is a process that always involves parents, the child, school staff and other professionals. It is also designed to be very flexible. It is possible for intervention to begin at any of the four stages described below.

Stage 1

If a teacher is concerned about a child, a number of steps can be taken to address these concerns within the class. For example, some changes might be made in the class routine. The teacher will spend some time discussing possible solutions with the school's pupil support co-ordinator and the situation will be monitored and records kept. Parents will be involved in the decision making process throughout and informed of progress on a regular basis. If the concerns cannot be resolved within the class the issue will move to the next stage.

Stage 2

The teacher and pupil support co-ordinator will seek advice from another professionals. For example, a support for learning teacher, speech and language therapist, an educational psychologist or the school doctor. Further planning will take place with parents and the pupil. Most problems which children experience in school can be sorted out at this stage. If not, the issue moves on to the next stage.

Stage 3

At this stage it is clear that further support is needed and several agencies may be involved in a more formal way. It may be that an education plan for the pupil will be drawn up. This is called an Individualised Educational Programme (IEP).

Stage 4

A small number of children have needs that are very complex and which require professional support throughout their school life. For these children, Stage 4 offers closer monitoring and review. A Co-ordinated Support Plan may be opened for the child. This is a legal document that gives details of the kind of support the child should receive.