Sen Code Of Practice Essay

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.

Children who are looked after must not move from an unregulated placement such as foster care or a children's home without a form review, chaired by an Independent Reviewing Officer (IRO) to confirm that they are ready to move and that the new setting will meet their needs. Children's voices are heard in all decisions about their futures and are made by them.

Children Act 2006 – Is an Act that defines the new duties imposed on the Local Authorities in respect to improving the Every Child Matters outcomes for pre-school children. The Act also defines new rules in relation to childcare for working parents as well as parental information services. It is aimed at improving the well-being of young children. It emphasises the importance of safeguarding children and young people within an educational setting. If a child discloses neglect or abuse; an establishment should have instructions to help the child. This could be referral to an outside organisation or internally.

A Corporate parent will recognise that meeting the diverse needs of children and young people will require cooperation between the relevant social authority and other organisations, such as health,

This is vital for early identification and intervention and a core element to safeguarding and protecting children who are vulnerable, at risk including those who have a disability or additional support needs in line with the Equality Act (2010)

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

It focuses on support to families and carers for effective parenting, fostering or child care.

There are always key elements to assessments and reviews, including the family and friends. Everyone has a responsibility to support individuals and bearing in mind ‘need to know’ information. The aim being able to achieve the highest goal to maintain effective open channels for everyone.

Washing hands before touching food is very important as you get rid of any bacteria or dirt which could be harmful towards the child. Every staff member should be CRB checked. This makes sure they have no criminal history. And that they are safe to work with children. An admissions policy is also important almost settings operate on a ‘first come first served basis’ which means who ever applies first get a place first.

Each child is recognised and valued as an individual, “treat them as individuals and make them feel respected and valued as an essential part of our commitment to safeguarding children, young people”, LSCB, (2013:p5). Being accepted is what all children want, and it is another need on Maslow’s hierarchy of needs, “Belongingness and Love: affiliate with others, be accepted”, Huitt, (2007).So providing children with the provision of equality, diversity and inclusive practice, children and young people are able to fulfil this need and move on to the next need.

Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment.

Risk assessments should be carried out regularly to make sure that there are no safe guard threats towards the children in the setting. Childcare settings need risk assessing for example is there entrances and exits to the building that an unauthorised person could use? Could a child leave the setting without anyone noticing? Could a child get seriously hurt due to a broken piece of equipment?

• Provision needs to be inclusive & reflect/meet the needs of all children irrespective of their background or ability.

These needs are addressed by individual work in the Centre, family homes and other settings, Co-Working on a multi-agency basis, and specific groups and courses to address particular needs, e.g. Parenting Courses and Young Parents Groups. A tailored package of support is available to the Service User. The Initial Assessment Team Social Worker made a request for Family Support work to help Tommy (names have been changed) and his family, under Section 17 CA1989, which states that a child shall be considered to be a Child in Need if: a) He is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining a reasonable standard of health and development without the provision for him of such services by the local authority b)