A POLICY STATEMENT FOR THE CONDUCTING OF ANNUAL REVIEWS WITHIN GRANGE SCHOOL Philosophy It is the right of every child in Grange School to be protected by a statement of special educational needs that is current, accurate and appropriate. This statement of special educational needs is a legal document which must by law be reviewed annually. It is the right of every child to have their statement of special educational needs reviewed annually and that this process includes the pupil, his/her parents and carers as well as other professionals from education, social, medical and welfare services. Aims To comply with the statutory obligation to review each statement annually and to follow the Guidelines contained within the Code of Practice. To include the pupil, his/her family and appropriate personnel from other agencies including education in the process of review. To review the needs of the child. To identify strengths, weaknesses, needs and achievements. To identify progress made by the child. To set new targets for learning through an Individual Educational Plan (IEP). To consider placement. To modify resources where needs have changed. To consider whether a statement is maintained by the authority.
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To plan for a future beyond school.
Monitoring, evaluation and assessment It is the responsibility of the chairperson of the annual review meeting to ensure that:1. 2. 3. a schedule of annual review is drawn up and circulated. all children have their statement reviewed. parents, pupils and colleagues from other services are invited to the review, to submit advice and receive draft and final documentation. 4. all advice is circulated to all invited to attend the annual review meeting at least two weeks before the meeting itself. 5. requests originating from the annual review meeting are brought to the attention of appropriate personnel and parents and pupils informed of outcomes. 6. the view of parents are sought regarding the process of annual review and how parents and pupils can become involved in partnership with the school during the process. 7. The annual review is written in jargon free language and interpreters/translation available for those parents whose first language is not English. 8. The format of the annual review is evaluated and modified as appropriate within Grange School. The current format is offered as Appendix J.
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POLICY GUIDELINES FOR THE CONDUCTING OF ANNUAL REVIEWS WITHIN GRANGE SCHOOL. Planning structures It is the responsibility of the chairperson of the annual review meeting in consultation with a member of the Special Educational Monitoring Team (S.E.M.T.) to draw up a schedule that provides for the annual review of each pupils statement of special educational needs. This schedule should additionally identify pupils who will be eligible for a 14+ review, and who are in year 10, of 14+ reviews. The procedure differs in format and responsibility from other annual review meetings. This schedule should be circulated to all staff and services external to the school by the end of July in preparation for reviews the following academic year. The schedule should indicate the pupil, their D.O.B., the date by which advice is required, the date, time and venue of the review meeting and the name of the chairperson of the review meeting and whether the review meeting relates to a “14+” student or not. This schedule is offered as Appendix K. The School administrators will ensure that parents are informed by letter of the details of their child’s annual review at the beginning of the term in which the review is due to be held and is invited to submit advice for the review meeting Appendix L. Parents whose first language is not English may need this invitation translated of interpreted.
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Form tutors are asked to identify the range of personnel that need to be invited to the review meeting on a tick list. Within the Secondary Department The deliverers of English and Maths together with the form tutor and the pupil review progress and set new targets. These are discussed with all members of the department within department meetings. Within the Primary Department four pupils progress is reviewed each week. The outcome of these meetings is the agreed educational advice which is then circulated, along with all other advice to those invited to attend the review meeting at least 2 weeks before the annual review meeting itself. The pupil is invited to submit advice and does so on a prepared format - Appendix M. A second letter of invitation is sent out to parents about the annual review. Context for implementation The review meeting is held in an office or meetings room in order to provide a venue that is private, quiet and conducive to discussion. This meeting takes place within the school day. The headteacher and form tutor are present to represent the school. Pupils are invited to attend. Progress towards the achievement of targets contained within the pupils Individual Education Plan (IEP) is discussed among those who teach that student. New targets are drawn up as a consequence of this discussion. These are the targets for discussion with parents, pupils and colleagues at the annual review meeting.
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Those attending the review should have full copies of all submitted advice. The contents of the paperwork are discussed, with parents and pupils actively encouraged to express their views and opinions.
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Parents may bring a friend or advocate with them. An agreed summative document is the outcome of this discussion, which is then circulated among those invited to attend the meeting.
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Individual Education Plans are drawn up/reviewed/amended/continued as outcomes of the annual review meeting and circulated with the summative review document.
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At 14+ reviews the representative of the L.E.A. is required to formulate a transition plan and is the author of the summative review document.
Monitoring progress The annual review is one of three formal consultation opportunities offered to parents to discuss their child’s progress. Pupil progress is described in term of achievement of targets set the previous year and in terms of baseline assessment quantifying reading, spelling and comprehension ages. Those receiving speech therapy may be given a language age. Global targets are set as bench marks against by which progress will be measured for the following year. Shorter term targets which contribute to this progress will be defined in an Individual Education Plan.
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The L.E.A.’s representative of the Special Education Monitoring Team acts as a consultant to the school in terms of helping the school evaluate its internal procedures and the pro forma it uses for annual review purpose. Roles and responsibilities The chairperson shall be responsible for drawing up a schedule of reviews (in consultation with a member of the S.E.M.T.). chairing the review meeting, ensuring that procedures comply with the Code of Practice. liaison with S.E.M.T. regarding amendments to a pupil’s statement of Special Educational Needs. The SENCO will be responsible for scheduling meetings to review the statement of each pupil. reviewing progress towards achieving the targets specified in the I.E.P. setting new targets for the next academic year. circulating this, and all other advice, to all those invited to attend the review meeting at least two weeks prior to the agreed meeting. circulating the agreed summative documents to all those invited to attend the review, after the review meeting has been concluded. informing external agencies of requests arising from the annual review. informing parents of the response of external agencies. informing parents of the response of external agencies to the school’s requests.
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The form tutor shall identify all personnel and services that need to be invited to the annual review of each individual pupil in their form. assist each pupil in the completion of pupil advice to be included in the review - see Appendix M. contribute to the review of current targets and the setting of new ones. participate in the annual review meeting.
The Local Education Authority shall inform parents of the intention to review the child’s statement of Special Educational Needs and request parental advice to be sent into school. attend the annual review meeting. consider amendments as identified within the annual review and inform the Statementing Officer of any proposed changes. convene all 14+ reviews. produce a confidential Transition Plan + the summative document of the review for 14+ reviews. circulate these documents to all invited to attend the review. act as consultant/adviser regarding procedures and pro forma’s used. amend, re-write statements as requested at the annual review.
January 2001 This policy has been discussed with the whole school staff and is endorsed by the School’s Governing Body.
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