'I have come to you that you may have life and have it to the full.' (John 10:10)

Our Lady of Lincoln Catholic Primary School follows the Revised Code of Practice 2001 for Special Educational Needs within the policy for Inclusion. This involves a partnership between parents and school, and an understanding by the child of their learning goals for the future. Communication is valued as an essential part of such a partnership.

As soon as there are concerns about a child, the school will inform parents and invite them to meet with the class teacher to discuss how best to meet the child's needs and the child's progress is closely monitored. If the problem persists and differentiated work no longer meets the child's needs, the Special Needs Co-ordinator (SENCO) is made aware and the school will take a course of action to set targets aimed at assisting the child overcome their barrier to learning. The child's name will be placed on a Special Needs Register and is recorded as being at 'School Action' level. With agreement from the parent it may be deemed necessary to request an assessment from a visiting Special Needs Teacher.

An Individual Education Plan (IEP) will be prepared for the child incorporating any recommendations from the visiting Special Needs Teacher. The plan identifies small targets for the child to meet, with help from school and help from home. A sample of the targets achieved is kept in the child's IEP Portfolio. The IEP plan is reviewed with the child, parents, class teacher and SENCO every term. The role of the SENCO at this stage is to offer professional support to the class teacher and parents and to give guidance on the implementation of the IEP in the classroom situation and to monitor its progress.

If progress is maintained, the child may be removed from the Register. If the assessments and reviews show that the child is not making significant progress, with parental permission school will seek help form other 'outside agencies' (Speech and Language Support, Occupational Therapist, Physiotherapist, Behaviour Support, Learning Support, Educational Psychologist). Any recommendations are added accordingly to the child's IEP and the child is then said to be at 'School Action Plus' stage on the SEN register. The IEP is again reviewed each term and progress monitored carefully.

A child's need may be such that 'Statutory Assessment' is necessary where inadequate progress has been made despite the extra help at 'School Action Plus'. Changes to the law have meant that both school and parents have the statutory right to ask for an assessment and taking account of the advice from all the agencies, the LEA will decide whether or not to issue a statement. Responsibility for maintaining the statement rests with the LEA but the school will organise an Annual Review to produce a report for the LEA. The child is then said to have a 'Statement of Special Educational Need'. Progress will again be monitored closely.

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