Type of Evidence

What Education Officers and the Assessment Panel will look for ….

School Action IEPs

• Minimum of 2 IEPs

• Realistic time span

A rough guideline would be one term duration for each IEP where learning difficulties are being addressed.

For cases where emotional and behavioural difficulties are a priority, it may be appropriate for the IEP to be planned termly but supported by action plans planned and reviewed more frequently according to need.

Intervention at School Action should certainly have been systematically tackled over two terms.

• Continuity

Targets are related to reviews.

Start dates and review dates follow on logically.

• Individual Education Plan clearly addresses the grounds for statutory assessment

The school has been systematically addressing the current difficulties. For example, for a child with a behavioural difficulty, there has been a sustained attempt to address the behaviour with relevant targets, strategies, resources and parental involvement.

• Targets set are specific, measurable and achievable (See section E)

For example:

‘Reads aloud 200 key words with 95% accuracy’ not ‘increase sight vocabulary’.

‘Settles to task set by teacher for 5 minutes’ not ‘improve attitude to work’.

• Evidence of monitoring

For example, progress checks on reading attainment, observation records on behaviour.

• Parent, and where appropriate, pupil involvement

For example, strategies involving home, evidence of discussions with parents, signatures on IEPs.

School Action Reviews

• Reviews relate to the IEPs submitted

All IEPs are reviewed and review record has been kept and submitted.

• Reviews lead to action

Evidence of actions determined at review being implemented.

For example, refined or different targets, decision to consult with support service, registration at School Action Plus.

• Parent involved/informed

Parent signature, agreed activities at home, agreed strategies for use at home, evidence that school has made efforts to involve parents in the review process.

School Action Plus

Pupils must have been formally registered at School Action Plus for a minimum of two terms. All features detailed at School Action should be included but at School Action Plus should demonstrate a more intensive programme with additional resources to address the pupil’s difficulties.

School Action Plus IEPs

• Appropriate resource allocation
• The school would be expected to fund from its delegated budget additional support equivalent to 5 hours per week LSA time for that child.

Allocation of appropriate resources to allow School Action Plus programme to be delivered

Timetable demonstrating above.

This does not necessarily imply one to one teaching – the pupil’s needs should be addressed in an appropriate learning context.

Appropriate arrangements can be, for example:

• an individualised, supported learning programme delivered within a whole class context
• participation in a group learning programme addressing a common special need

There should, however, be a minimum of 5 hours weekly, supported, individualised learning activities addressing targets on the pupil’s IEP.

School Action Plus Involvement of Support Services/ External Specialist Services

• Consultation with and/or direct involvement of the Educational Psychologist
• Further involvement of other support services and/or external specialists appropriate to the pupil’s needs.

School Action Plus Reviews

All features detailed at School Action should be included but at School Action Plus should demonstrate support service involvement with subsequent IEPs reflecting advice.

Targets, strategies, provision developing through series of IEPs reflecting advice (second or subsequent IEPs at School Action Plus should demonstrate this).

Type of Evidence

What Education Officers and the Assessment Panel will look for ….

Request for Statutory Assessment

• Clear evidence of the significance of the pupil’s learning difficulty (request form – section 1)

National Curriculum levels for AT’s in English, Science, Maths.

Attainment in other curriculum areas.

Other relevant assessment information eg standardised assessments of literacy.

• Clear evidence of SEN provision made and the pupil’s progress in response to provision (request form – section 2)

• Comparison with the Oxfordshire criteria for statutory assessment (request form – section 3)

• Essential attachments (request form - section 4)

Pupil details (front sheet of SEN Action Record or SIMS SENCo Record).

Standardised test results (from SEN Action Record or SIMS SENCo Record).

Record of external support (from SEN Action Record or SIMS SENCO Record).

Copies of assessment information; for example, consultation feedback, reports or letters from the Educational Psychology Service, other LEA Support Services, other agencies such as Health (Speech and Language Therapist, Physiotherapist, Occupational Therapist, Paediatrician, Psychiatrist) or Social Services.

The pupil’s current IEP at School Action Plus and support timetable showing resources and time deployed to support the pupil.

The three previous IEPs and reviews at School Action Plus and/or School Action with support timetables showing resources deployed to support the pupil.

Pastoral support plans, where appropriate.

Relevant pages from the OCC Criteria for Statutory Assessment D5 to D31

• Agreement to request assessment between school, parent(s)/carer and Educational Psychologist

School, parent(s)/carer or Educational Psychologist signatures on request form.