A Parental Guide for
Children and Young People with
Special Educational Needs in the
Vale of Glamorgan
www.valeofglamorgan.gov.uk
1
Published November 2013
This document is available in large print and other formats upon request.
This booklet is published by the Vale of Glamorgan Council. Although the information is correct at the time
of publication, the Authority reserves the right to make any adjustments where this is necessary to enable it
to comply with changes in policy and/or legislation.
Contact details:
For further information please view our website
www.valeofglamorgan.gov.uk
You may also contact the team by emailing:
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The Case Work Officer
email address JAHiggins@valeofglamorgan.gov.uk or GBishop@valeofglamorgan.gov.uk
or KPoutlney@valeofglamorgan.gov.uk, Case Work Manager Complex Needs
or JWerrett@valeofglamorgan.gov.uk, Complex Needs and Schools Liaison Officer
Alternatively, if you wish to telephone the Case Work Officers they can be contacted on:
01446 709181/ 01446 709183
Our address is:
Vale of Glamorgan Council,
Directorate of Learning & Skills
School Improvement & Inclusion Service,
Provincial House,
Kendrick Road,
Barry,
CF62 8BF
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Introduction
This booklet aims to help you understand:

what special educational needs (or sometimes referred to as additional learning needs) are

what to do if you are worried that your child may be having difficulties at, or before, they go to school

how you can help your child

what early education settings and schools can do to help your child

what local authorities (LAs) and other services can do to help your child

your rights and your child’s rights

the main principles of the Education Act of 1996

the main principles of the SEN Code of Practice for Wales

who to contact for advice
It continues with information about:

disapplication from the National Curriculum
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out of school tuition

entry of pupils for public examinations
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children educated at parents’ expense
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complaints procedure

Welsh language
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transport arrangements

free school meals/uniform assistance scheme (for further information please refer to the “ A Parental
Guide to School Admissions in the Vale” booklet).

the School Improvement and Inclusion Service
And concludes with a list of all Vale of Glamorgan Special Schools, Special Classes/Units and schools
specially resourced for pupils with particular special educational needs.
Parents may also wish to refer also “A Parental Guide to Schools Admissions in the Vale” accessed via
www.valeofglamorgan.gov.uk
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School Improvement and Inclusion Service (SIIS)
The School Improvement and Inclusion Service is an element of the Local Education Authority and is within
the Directorate of Learning and Skills.
The Head of Service is Mike Glavin.
The Lead Officer for School Improvement is Meryl Plummer
The Lead Officer for Inclusion is David Davies.
The Inclusion Service is multi-disciplinary and is comprised of:
Complex Needs Assessment and Liaison Service
- Statutory Assessment Team
- Management of Statements of SEN
- Management of transition arrangements for pupils with SEN in or out of the county
- Management of arrangements for SEN/ALN admission/change of placement
- Administration and attendance at SEN Panel
- Management of referrals for SEN Transport
- Management and co-ordination of the difficult to engage pupils including excluded pupils
- Management of young persons employment and performing licences.

Educational Psychology Service
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Safeguarding, Learning Support and Wellbeing Service
- Looked After Children (LAC) Team
- Cognition and Learning Team
- Speech and Language Team
- Visual Impairment Team
- Hearing Impairment Team
- Out of School Tuition
- Putting Families First Team

Behaviour and Attendance Service
- Behaviour Management Team
- Education Welfare Team
- PRU
The Service is available to children and young people age 0-19, although the majority of referrals and
requests for consultation are for the 4-16 age range in statutory education.
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The Inclusion Service provides:
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Pre-school assessment and advice
Assessment and advice on special educational needs at ‘School Action Plus’ of the Special
Educational Needs Code of Practice for Wales
Assessment ‘advice’ for statutory assessment of SEN
Review assessments of children and young people at School Action Plus and with a Statement of SEN
School based Speech and Language assessment, therapy and advice.
Monitoring and promotion of full school attendance
Education Welfare
Implementation of Bye-Laws concerning the employment of young people
Peripatetic tuition and support of pupils with visual, hearing, specific or general learning difficulties or
behavioural difficulties within their mainstream school. Not all tuition is subject to a Statement of SEN
and the majority of Specific Learning Difficulty (Spld) tuition, peripatetic or Unit based provision is
provided at ‘School Action Plus’ SEN Code of Practice for Wales
Preparation and support of SEN/ALN pupils as part of planned managed moves in years 6 & 7
(secondary transfer)
Management of Safer Recruitment Policy
Management of OOST
Management of EHE
Management of exclusion (from school) procedures
Management of statutory assessment of SEN and Annual Review/Transition Plan Review.
There is open referral, with the majority of referrals and requests for consultation coming from schools,
parents, NHS Trusts and Social Services.
The School Improvement and Inclusion Service is currently based at:
Directorate of Learning & Skills
School Improvement & Inclusion Service
Provincial House,
Kendrick Road,
Barry,
CF62 8BF
For further information please contact the main line number 01446 709180
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Special Educational Needs – What does it mean?
The term special educational needs* has a legal definition. Some children find learning easier than
others. If a child has difficulties in learning, he or she may have special educational needs. The majority of
children with special educational needs are educated successfully within their local mainstream school.
Many children will have special educational needs of some kind at some time during their education.
School and other organisations can help most children overcome the barriers their difficulties present.
However, a few children will need additional help for some or all of their time in school.
Special educational needs could mean that a child has difficulties with:
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some or all of the work in school
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reading, writing, number work or understanding information
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expressing themselves or understanding what others are saying
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making friends or relating to adults
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behaving properly in school
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organising themselves
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some kind of sensory or physical needs which may affect them in school
Children make progress at different rates and have different ways in which they learn best. Teachers take
account of this by looking carefully at how they organise lessons, the classroom, the books and materials
they give to each child and the way they teach. All teachers will consider a number of options and choose
the most appropriate ways to help each child learn from a range of activities. This is often described as
differentiating the curriculum.
If your child is making slower progress than you expect, or the teachers are providing different support,
help or activities in class, you should not assume that you child has special educational needs.
*special educational needs (SEN): Children have SEN if they have difficulties that need special
educational provision.
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What can you do if you are worried that your child may be having
difficulties?
If you think your child may have difficulties you should talk to any of the following:

your child’s class teacher or early years practitioner

the school SENCo or ALNCo (this is the person in the school or early years setting who has a particular
responsibility for co-ordinating help for children with special educational needs)
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the Headteacher
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the Independent Parental Supporter (IPS)*

Health Visitor or Doctor

your social worker
If you are not satisfied with a response, you should contact the School Improvement and Inclusion Service
to discuss your concerns.
You may find it useful to make a note of important contact numbers. Keep a record of all telephone calls,
letters, meetings etc. Make a note of the names of people you and/or your child speak to.
You know your child better than anyone
You hold the key information and have a critical role to play in your child’s education. You have unique
knowledge and experiences to contribute to the shared view of your child’s needs and the best ways of
supporting them.
Your child’s views are very important
Children and young people with special educational needs have a unique knowledge of their own needs
and circumstances, and have their own views about what sort of support they would like to help them to
make the most of their education. They should feel confident that they will be listened to and that their
views are valued.
*The Independent Parental Supporter can be provided by the local Parent Partnership Service
SNAP Cymru which has an office at The Barry YMCA Hub, Court Road, Barry, Tel: 01446
724005
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Meeting special educational needs – the SEN Code of Practice for
Wales
The Education Act 1996 recognises and values the key role of parents and carers, and the Welsh
Assembly Government has developed a Code of Practice that gives practical guidance on how to identify
and assess children with special educational needs.
The SEN Code of Practice for Wales* has a set of underlying principles that all organisations should have
regard to. This means that early education settings**, schools, LAs and health and social services decide
how they will help children with special educational needs. The Code sets out the processes that all
organisations must or should follow to meet the needs of these children. They must not ignore the guidance
in the Code.
The basic principles of the Code are:
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all children with special educational needs should have their needs met
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the special educational needs of children are normally met in mainstream*** early years settings or
schools
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your views will be taken into account and the wishes of your child will be listened to
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you have the vital role in supporting your child’s education
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children with special educational needs should receive a broad, well-balanced and relevant education
The Code describes how help for children and young people with special educational needs in schools and
early years settings should be made by a step-by-step or graduated response (next page).
Different schools will take account of the Code of Practice in different ways. However, if your child has
SEN, you should be consulted at each step.
*The SEN Code of Practice for Wales gives clear guidance for early education settings, state schools and
LAs on the help they can give to children with SEN.
**The Early Years Setting includes all pre-school education provision such as nursery classes and schools,
day nurseries and playgroups.
***Mainstream schools are ordinary schools which are for all children, not just those with SEN. This
includes state schools and independent schools.
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What is the graduated response?
The graduated response recognises that children learn in different ways and can have different kinds or
levels of SEN. This means that, if necessary, step by step, specialist expertise can be brought in to help the
school with the difficulties that your child may have. Your child might need help through this graduated
approach for only a short time or for many years, perhaps even for the whole of their education.
Approach
Identification
Early Years/
School Action
Early Years/
School Action Plus
School Action Plus
intervention following
assessment by the most
appropriate professional
Statutory Assessment
After assessment
Response to Special Educational Need
A child’s SEN is identified based on their inadequate
progress
Early Years Providers/School informs parents that their
child is considered as having SEN. SEN co-ordinator
(SENCO) and colleagues gather information about the
child, including parents. SENCO organises additional
provision and ensures that an individual education plan
(IEP) is drawn up, working with the child’s teachers to
devise school-based interventions
SENCO brings in outside specialists to advise on further
changes that could be made within the school to meet the
child’s needs
In accordance with the SEN CoP for Wales & LA SEN
indicators, the L.A. expects that in the majority of cases the
pupils SEN/ALN will be met by schools from their normal
resources. Schools are expected to have in place agreed
policies for special needs, including curriculum delivery,
behaviour management and the recording of pupil’s
progress; systems for identifying special needs and for
communicating them to all staff who will be in contact with
the child; a pastoral care system which offers support to
pupils; access to appropriate information technology and
other appropriate equipment and aids; some individualised
teaching through Individual Education Plans. In this
context therefore the pupil should be viewed as a priority
for within school support from the school’s own resources.
In a small amount of cases the schools are able to refer to
the Vale SEN Panel, with supporting evidence, when
requesting support arrangements. Any support allocation
agreed by the LA is additional and should not replace
school support arrangements. .
LA considers the need for statutory assessment and, if
appropriate, makes a multi-disciplinary assessment
LA considers the need for a Statement of SEN and, if
appropriate, makes a Statement and arranges, monitors
and reviews provision
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You should be consulted at each step

Pre-School
If your child is under two years of age, you or the health service may refer any concerns to the LA for early
intervention assessment. The LA in consultation with you will determine appropriate support
arrangements and whether or not a statutory assessment should be undertaken. The type of support that
may help your child to progress could be, for example, a home-based programme, or the advice of a
peripatetic teacher of the visually or hearing impaired.
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Upon School Entry
The school must tell you when they first start giving additional or different help for your child because they
have special educational needs. In early years setting this help is called Early Years Action, and in school
this is called School Action.
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What happens at Early Years Action/School Action?
Your child’s school or early years setting will:
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consult with you
gather information
co-ordinate the appropriate support within the class
prepare an Individual Education Plan (IEP)
monitor progress
What is an Individual Education Plan (IEP)?
At Early Years or School Action it is the responsibility of the school or early years setting to prepare an
Individual Education Plan (IEP) in partnership with you and your child. The IEP should identify:
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your child’s strengths and difficulties
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what additional help is being given
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who provides this help and how often it will be given
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what the targets for your child are
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how and when your child’s progress will be reviewed
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what help you can give your child at home
The layout of the IEPs may vary from one school to another – however, it is how your child is helped that is
important and not the way in which the school writes it down. The school/early years setting will advise you
as to when your child’s progress will be reviewed.
What is Individual Behaviour Plan (IBP)
An IBP is a plan which is pupil specific and targets behaviour. The IBP is drawn up by the school in
consultation with the parents, and does not require prior consultation between the school and the LA. The
behaviour plan is what the school (and parents) put into place to improve a child’s behaviour. It will usually
contain (a)targets for positive behaviour; (b) implementation of strategies to improve behaviour, (c)
progress monitoring, with the desired outcome of improving poor behaviours. If the IBP(s) do not lead to
improved behaviour, the school may consider referring to the LA’s Behaviour Improvement Team (BIT).
The school staff will trigger the referral for BIT intervention, but parents will be asked to provide their
consent prior to such a referral being made. Following receipt of referral by BIT a Specialist Teacher from
BIT will visit the school, at school request.
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What happens at Early Years Action Plus/School Action Plus?
Following a review, if it is decided that your child has not made enough progress, the teacher or the
SENCO will talk to you about getting advice from other people outside the school. They may want to ask for
help from any of the following:
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an educational psychologist
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specialist teacher team for
 behaviour,
 cognition & learning
 sensory impairment (visual and/or hearing)
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a speech and language therapist or other health professional
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other specialist help
The school/early years setting will:
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consult with you
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gather further information
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consult with outside professionals
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involve external support services
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co-ordinate appropriate support within the class
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Ensure that there are appropriate plan(s) in place e.g. IEP / IBP / Health Care Plan, in respect of the
individual pupil need.

Monitor progress.
If your child still does not seem to be making progress or needs a lot more additional input, a referral may
be made to the LA by your child’s school for consideration of additional support, alternative provision or
agreement to carry out a statutory assessment.
The majority of pupils within the Vale LA accessing mainstream school placement are supported at School
Action Plus without the need for a Statement of SEN. All pupils who access special schools require a
Statement of SEN.
The LA has a SEN panel that meets weekly to consider these issues and can usually provide additional
support or agreement to transfer to mainstream resource provision without the need for a formal statutory
assessment.
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What is a statutory assessment?
Very few children will require a statutory assessment.
It is a detailed investigation to find out exactly what your child’s special educational needs are and what
additional help your child needs. The 26 week statutory assessment should not be confused with
preliminary assessment.
The LA will consider very carefully your child’s progress at school and the guidance in the SEN Code of
Practice for Wales. They will also listen to your views, your child’s views and the views of the school about
your child’s special educational needs. The school or early years setting will tell the LA about any additional
help they have already given to your child.
If the school, health services or social services department consider that your child needs to be assessed,
after consulting with you, they will request an assessment. You may also request a statutory assessment.
The LA appreciate that the statutory assessment process can be complex, and whilst the LA Case Work
Officers would be happy to assistance, parents may wish to seek independent advice. There is a Parent
Partnership Service PPS)/ Independent Parental Supporter (IPS) is there to help you at any point:
SNAP Cymru provides a ‘Parent Partnership Service’ for residents within the Vale area:
For support / advice and guidance please contact:
Regional office:
SNAP Cymru,
10 Coopers Yard, Curran Road, Cardiff.
CF10 5NB
Tel: 029 20 384868
Fax 029 20 371876
www.snapcymru.org
Using SNAP Cymru is voluntary and does not, in any way, affect your rights.
The Vale LA Case Work Officers (CWO) can be contacted direct on:
01446 709181/ 01446 709183.
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Following LA receipt of a request for statutory assessment:
The LA will consider whether to carry out a statutory assessment of your child. All requests for statutory
assessments are considered by the Vale SEN Panel having due regard for the Education Act 1996, SEN
Code of Practice for Wales & Vale SEN Indicators.
If you (as parent/guardian) request a statutory assessment, it may be the SEN Panel decision to seek
further advice, prior to making a decision as to whether or not a statutory assessment is required. In this
instance you will be informed by letter that the LA are seeking such advice.
If the request is submitted by the school, again SEN Panel may determine that further advice is warranted.
In these instances it will be necessary to refer back to the SEN Panel for a final decision re the need for
statutory assessment, and the decision will be based on all preliminary reports.
The LA will issue either (a) a parental acknowledgement letter or (b) a notice of LA intention to carry out the
statutory assessment. The LA correspondence to you will include the following details:

informing you that they are considering whether to make an assessment
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explaining the procedures to be followed
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providing the name of an LA Case Work Officer who can give you more information (a ‘named officer’)

explaining your right, within a stated time limit, to agree or disagree with the proposal and to invite you
to send written views within 29 days
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explain the role of the local parent partnership service and the independent parental supporter
The LA will also inform:

the Headteacher of your child’s school or educational setting

the Health Authority

the Education Psychology Service

the Social Services department

Career Wales (for those pupils who are age 14 years plus)
The LA will look at the request for statutory assessment and will tell you (normally within six weeks)
whether they will carry out an assessment.
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What can you do if the LA decide not to assess your child?
If the LA decides not to carry out a statutory assessment of your child, they must write and tell you and the
school their reasons. You or the school may still feel that more needs to be done to meet your child’s
educational needs. You should talk to the school to find out what can be done. They may consider different
arrangements or outside help will be appropriate. You can also talk to the local PPS/IPS. Even if the LA
decide that your child does not need a statutory assessment, your child can still get additional help. You
may need to discuss this with the school.
If the LA decide not to carry out a statutory assessment, you have a right to appeal to the Special
Educational Needs Tribunal for Wales (SENTW) if you disagree with the LA’s decision.
The Statutory Assessment
If the LA carry out an assessment, they will ask a number of professionals to give their views on your child.
The LA will ask for advice from:

you and, if appropriate, your child

your child’s school or early education setting

an educational psychologist

the medical professionals involved (e.g. consultant and/or community paediatrician / therapy services)

social services (who will give advice only if they know your child)

anyone else whose advice the LA consider appropriate
You have the right to be present at any discussions, medical or other test during the statutory assessment,
but sometimes the professionals may ask to see your child without you. Children sometimes behave
differently when a parent is present.
You should feel free to suggest any other people or organisations you know whose views may be helpful in
the assessment of your child. The LA should then ask for their views. You may also send the LA any
private advice or opinions you have collected about your child. The LA should take these into account as
part of the assessment.
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What happens after all the advice is received by the LA, as a
contribution towards the statutory assessment?
The LA may decide it is necessary to write down all the information they have collected in a document. This
may be a Note in Lieu or a Statement of Special Educational Needs.

A Note in Lieu
A note in lieu is not a legal document. After the assessment, the LA may decide that your child’s school can
provide additional help for your child without the need for a Statement. However, the LA will have learned a
great deal about your child’s needs as a result of the statutory assessment. The Note in Lieu will share
what they have learned with you and your child’s school, recommending strategies for meeting your child’s
needs.

A Statement of Special Educational Needs (Statement)
A Statement is a legal document. It describes all of your child’s needs and all the additional help that they
need. Your child’s ordinary school can usually provide this help with support from the LA.

School Action Plus Support Arrangements:
The majority of pupils within the Vale LA accessing mainstream school placement are supported at School
Action Plus without the need for a Statement of SEN. All pupils who access special schools require a
Statement of SEN.
In accordance with the Code of Practice the L.A. expects that the great majority of special educational
needs will be met by schools from their normal resources. Schools are expected to have in place agreed
policies for special needs, including curriculum delivery, behaviour management and the recording of
pupil’s progress; systems for identifying special needs and for communicating them to all staff who will be
in contact with the child; a pastoral care system which offers support to pupils; access to appropriate
information technology and other appropriate equipment and aids; some individualised teaching through
Individual Education Plans. In this context therefore the pupil should be viewed as a priority for within
school support from the school’s own resources.
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Timetable for statutory assessment
LA receive request and notify relevant people
Decision
6 weeks
To assess
Not to assess
LA seek advice
Advice requested
10
weeks
Decision
To make a
Statement
Not to make a
Statement
Proposed
Statement
Notify parents
of decision in
writing
(Note in Lieu)
2 weeks
8 weeks
Final Statement
The process usually takes 26 weeks to complete
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STATUTORY ASSESSMENT
ROUTES FOR REFERRAL FOR STATUTORY ASSESSMENT
Referrals for Statutory Assessment are brought to the LA’s attention via:
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
1.
A request for an assessment by your child’s school or setting (with supporting evidence)
A request for an assessment from you as parents (the LA considers supporting evidence and may
request additional information); or
A referral by another agency (the LA considers supporting evidence and may request additional
information).
NOTICE/ACKNOWLEGEMENT - RECEIPT OF REFERRAL
LA concludes that it may be necessary to make a Statement. Under
Section 323 of the Education Act 1996, the LA must inform you that it
proposes to make an assessment. You are advised of your rights to
make representations, and submit written evidence, to the Authority
giving you at least 29 days, to do so, from the date of the notice
served. Additional evidence may be sought at this stage. The
Education Department must decide whether to carry out an
assessment of your child’s needs within 6 weeks from the date of this
notice.
6 weeks
LA DECISION NOT TO PROCEED
WITH STATUTORY ASSESSMENT
Where, at any time after serving a notice, the local education
authority decides not to assess the educational needs of your child it
gives notice in writing to you of the decision. Where an assessment
is turned down, whether requested by you or school, you must be
informed of your “Rights of Appeal” to the Tribunal against such a
decision. You will be advised of the time limits in which to lodge an
Appeal to the SENTW (Special Educational Needs Tribunal for
Wales), the availability of Parent Partnership/Disagreement
Resolution Services and that using disagreement resolution will not
affect your right of appeal. The LA will give full details to you and the
school of the reasons why the request has been turned down.
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LA DECISION TO PROCEED
WITH STATUTORY ASSESSMENT
2.
ASSESSMENT
6 weeks
Within six weeks of notifying you that a statutory assessment is being
considered or within six weeks of your/school request for an
assessment, the LA must write again to inform all concerned of the
intention to proceed with the statutory assessment. At this stage the
Local Authority must seek your, educational, medical, psychological
and social services advice. Views of your child must be sought,
where appropriate. The LA must also seek any other advice they
consider appropriate, and where reasonable, should consult those
whom you have named.
The School Improvement and Inclusion Service, which manages the
statutory assessment, should receive all written responses within 6
weeks of the request date.
_______
4 weeks
_______
3.
During the following 4 weeks the LA should ensure that all advice
has been received and should consider this advice.
DECISION ON WHETHER A STATEMENT OF SEN IS NECESSARY
2 weeks
The Education Department then has 2 weeks to decide whether to
make a Statement.
(a) If LA decide that your child’s identified needs are significant
enough to warrant a Statement of Special Educational Need,
the Proposed Statement (consultation document) should be
issued to you and all those who contributed towards the
assessment. The Proposed Statement will contain details about
the identified special educational needs and the provision to
meet the needs and objectives. The Proposed Statement
should be issued prior to week 18.
(b) If LA decide that your child’s identified special educational
needs do not warrant a Statement ~ the LA must notify you and
all those who contributed to the assessment, giving reasons
why a Statement is not required. The Authority should
preferably provide a “Note in lieu” of the Statement. You must
be informed of your “Right of Appeal” against the Authority’s
decision to the SENTW (Special Educational Needs Tribunal
for Wales). The time limits for lodging an Appeal, the
availability of Parent Partnership/Disagreement Resolution
Services and that using disagreement resolution will not affect
your right of appeal. The decision should be conveyed to you
prior to week 18.
(18 week)
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4.
FINAL STATEMENT
8 weeks
The Proposed Statement should be finalised within the following
8 week period, unless there are exceptional circumstances
affecting your child or family or at your request; or where the LA
need to seek approval from the Welsh Assembly Government to
name an Independent School.
Upon the issue of the Final Statement, you must be informed of
your “Right of Appeal” against the Authority’s decision to the
SENTW (Special Educational Needs Tribunal for Wales), the
time limits for lodging an Appeal, the availability of Parent
Partnership / Disagreement Resolution Services and that using
disagreement resolution will not affect your right of appeal.
( 26 weeks)
The LA must send, with the Statement, copies of all information they collected during the statutory
assessment. With your copy of the Proposed Statement, the LA will send you a letter telling you how you
can give your views on the Statement before it is finalised. You will have 15 days to do this. Your views are
vital, and you may want to consider getting more help and support at this stage. You may wish to contact
your local PPS/IPS.
You can ask for a meeting with the LA to discuss the Proposed Statement. After this meeting, you have
another 15 days to ask for more meetings with the LA. Within 15 days of your last meeting with the LA, you
can send in any more comments you have and the LA will consider them. If you would like more time to
comment, you should talk to the Named Officer at the LA.
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Contents of a Statement
Before the LA’s SEN Officer writes a final Statement, you will be sent a ‘proposed’ Statement. All the parts
listed below will be filled in, except the name of the school in Part 4 which will be left blank. Part 4 is left
blank in Part 4 of the Proposed Statement, to ensure that parental preference is considered.
Contents of a Statement
Part 1
gives your own and your child’s name and address, you child’s date of birth, home
language and religion
Part 2
gives details of all of your child’s special educational need (difficulties) as identified in the
statutory assessment
Part 3
describes:
what the objectives of the arrangements (provision) are
all the additional help that the LA thinks your child should receive to meet the needs listed
in part 2
the arrangements for setting short-term goals, regularly reviewing your child’s progress
toward those goals, and how your child’s progress is to be monitored
Part 4
tells you about the school your child will attend to get the additional help set out in part 3,
or how any arrangements will be made out of school hours
Part 5
describes any non-educational needs your child has, as agreed between the LA and the
health services, social services or other agencies
Part 6
describes how your child will get help to meet the non-educational needs described in part
5
21
Can you choose your child’s school?
You have the right to say which local authority school you want your child to go to, either mainstream or
special. This can be the school they already go to. The LA must agree with your preference as long as:

the school you choose is suitable for your child’s age, ability, skills and SEN

your child’s presence will not affect the education of other children already at the school

placing your child in the school will be an efficient use of the LA’s resources
The LA will make the final Statement within eight weeks of the draft or proposed Statement. They will send
you a copy of the Statement and it will have part 4 filled in with the name of a school. The Statement comes
into force as soon as the LA make it.
What if you disagree?
If you disagree with any part of this process, you should first ask your Named Officer at the LA for an
explanation. You may wish to contact a disagreement resolution service*. Speaking to your local PPS/IPS
would be helpful. If you are still not happy, you may have the right to appeal to the Special Educational
Needs Tribunal**.
The LA should tell you about the local arrangements for resolving disagreements and your right of appeal
to the SEN Tribunal. If you choose to appeal to the Tribunal, there are time-limits in which you must do this.
However, it is always advisable to continue discussions with the LA.
What is a Disagreement Resolution Service?
Disagreement resolution services provide an informal and quick way of preventing and sorting out
disagreements between parents (whose children have SEN) and the LA or school. This is an additional
service parents can use if they want to. The Named Officer at the LA, or your PPS/IPS will tell you how to
contact the Disagreement Resolution Service. Using the service does not affect your right of appeal to the
SEN Tribunal.
*The disagreement resolution service work to help resolve disagreements between you and the
LA. If you would like to access disagreement resolution please contact the LA in the first
instance on 01446 709876 or 01446 709181/709183.
**You can get a booklet about the SEN Tribunal for Wales from the Welsh Government from
SENTW, Government Buildings, Spa Road East, Llandrindod Wells, Powys, LD1 5HA.
Telephone contact number: 01597 829800 or www.SENTW.gov.uk
22
What is the Special Educational Needs Tribunal for Wales?
The Special Educational Needs Tribunal is an independent body that hears parents’ appeals against LA
decisions on statutory assessments and Statements.
You can appeal to the SEN Tribunal if:

the LA refuse to carry out a statutory assessment of your child after you have asked them to

the LA refuse to make a Statement for your child after an assessment

you disagree with part 2, part 3 or part 4 of your child’s Statement, when that Statement if first made or
if it is changed later

your child already has a Statement, and the LA refuse to assess your child again or to change the
name of the school in that Statement

the LA decide to stop your child’s Statement
The SEN Tribunal for Wales (SENTW) is based at Llandrindod Wells.
Further information can be obtained from:
The SEN Tribunal for Wales (SENTW) from the Welsh Government from SENTW,
Government Buildings, Spa Road East, Llandrindod Wells, Powys, LD1 5HA.
Telephone contact number: 01597 829800
or www.SENTW.gov.uk
23
Reviewing your child’s progress
Statement arrangements:
Your child’s progress will be continually monitored and reviewed throughout the graduated response. Your
child’s needs may change over time.
If your child has a Statement, the LA must ensure that the Statement continues to meet their needs. The
LA must review the Statement at least once a year, but they can review it more often if they think it is
necessary.
The annual review is in four parts:
1. The collection of information by the school – you will be given copies of all information collected before
the meeting itself
2. The annual review meeting – you will be invited to attend
3. The headteacher’s report and recommendation to the LA
4. The LA review of the Statement
School Action Plus arrangements:
For those children and young adults who do not have a Statement of SEN, but are identified by the
School/LA as having SEN/ALN and where the LA has allocated either an additional support or a resourced
based placement, the LA monitor the appropriateness of the placement/provision regularly at least
annually to ensure pupil progress.
24
The Statement Annual Review Process
Collecting
Information
The Meeting
The Headteacher’s
report
The LA response
Other details you
may need to know
1. The LA will inform the Headteacher that the school must hold an annual review
within that school term – notifications are issued by the Vale to all school at the
start of the Academic Year.
2. The Headteacher will set a date for the annual review meeting
3. The Headteacher will collect information from you, teachers and all other people
involved with your child
4. The Headteacher will send this information to you at least two weeks before the
meeting, and ask for your comments – the parent partnership service can help
you prepare for this
1. The Headteacher will invite you, relevant teachers, SENCO, LA representative,
and any others involved with you child
2. The meeting is normally held at the school
3. The meeting will discuss:
Whether the Statement is still suitable for your child
New targets and the IEP
Recommendations
1. Within two weeks of the meeting, the Headteacher will send a report to the LA
with recommendations
2. A copy of that report will be sent to you
1. The LA will consider the recommendations in the report, in line with pupil
progress.
2. The LA will decide whether they should make any changes to your child’s
Statement. These may include:
Your child’s needs have changed
Different support is necessary
Your child may need to move to a different school
3. The LA will write to you and others involved in the annual review meeting
4. The LA will tell you about any changes they want to make, and will ask for your
views i.e. maintain Statement no amendment; maintain Statement with
amendments; proposal to cease to maintain Statement of SEN. Planned
managed moves for Key Stage transfer.
1. The recommendations of the last annual review before any change of school is
important in helping you and the LA decide your child’s future school
2. The LA must change part 4 of the Statement by 15 February in the year your
child is due to change schools
If you want help at any time, you can ask your local PPS/IPS.
25
What if you don’t agree with the changes made?
If the LA change the Statement – called a Final Amended Statement of special educational needs – you
have the same rights as when the Statement was first made.
Even if your child has a Statement, you and your child’s school can ask for a new statutory assessment.
The LA must do a new assessment as long as:

your child has not been assessed in the last six months

the LA agrees that another statutory assessment is needed
Ceasing to Maintain a Statement
Following the headteacher’s report to the LA, the LA may consider that your child has made substantial
progress, meeting the objectives set out in the Statement. In this case, the LA may feel that a Statement is
no longer necessary, and that your child’s needs can be met within the school’s resources. A decision to
cease to maintain the Statement may be made after careful consideration by the LA of all the
circumstances and after close consultation with you.
The LA will write to you to inform you of their intention to cease to maintain your child’s Statement. If you
disagree with their decision, you will have the right to appeal to the SEN Tribunal within a specified time
limit. You may wish to discuss this with your child’s school or the PPS/IPS.
Transition Planning
If your child has a Statement of special educational needs, the annual review in year 9 is particularly
important in preparing for their move to further education and adult life. This review can involve all those
people and organisations who will play a major role when your child leaves school. This will include the
Careers Wales and Social Services.
This review will not only consider your child’s targets and Statement but also discuss a Transition Plan for
your child’s move to adult life. The Headteacher must ensure that the Transition Plan is completed after the
meeting. The Transition Plan can be discussed and changed, if necessary, at later review meetings. You
and your child will be asked to help with this plan.
Careers Wales contact is:
Claire Brunt
Careers Adviser | Cynghorydd Gyrfa
Careers Wales | Gyrfa Cymru
Telephone Number | Rhif ffôn: 0800 028 48 44 Ext | Est: 2039
Fax | Ffacs: 0300 123 38 62
E-mail | E-bost: Claire.Brunt@careerswalesgyrfacymru.com
Website | Gwefan: www.careerswales.com | www.gyrfacymru.com
26
Choices after 16
Education for young people with SEN does not stop at 16. Depending on your child’s interests and abilities,
they can stay at school, or can move to a college of further education or into work-based training. Many
schools have developed ‘link’ courses with colleges on a part-time basis. These courses help to prepare
young people for further education by letting them experience a college and try out a range of new
subjects.
Further education is available for all young people over the age of 16. If your child has a Statement of SEN,
everyone involved in transition planning will consider the possibilities of further education.
If necessary, your child could have a Statement for their whole school career, or for just part of it. The LA
will cease to maintain the Statement if your child leaves school after the age of 16. If your child stays at
school, the LA can keep the Statement until they are 19 or until the end of the school year, to make sure
they finish a course. Support may then be available within further education. You may wish to contact your
PPS/IPS or Careers Wales for further information and advice on this.
What happens if you move?
If you are going to move, you should let your child’s school and the LA know. You may wish to contact your
child’s new school and new LA. All your child’s records will be transferred to the new LA. The new LA must
then make sure that your child gets all the additional help set out in the Statement. Within six weeks of
receiving your child’s Statement, your new LA must tell you when they will review the Statement or whether
they are going to carry out a new statutory assessment of your child.
Public Examinations
A number of children with ALN/SEN are entered for public examinations.
Every effort is made to allow pupils who could benefit from attending courses leading to a public
examination approved by the Council to do so. Those who are entered sometimes need special
arrangements to be made to take into account their special educational needs. You should contact the
Headteacher concerned directly for details. Your child would be entered for such an examination without
cost to yourselves.
The Vale of Glamorgan Council adheres to the advice, guidance and legislation provided by Welsh
Government with regard to entrance for public examinations. Further information on school policy can be
gained from the school direct, along with details of public examination results. All pupils are entitled to be
entered for public examinations at the appropriate level for the subjects they study. Examination fees are
normally paid by the school, subject to terms and conditions.
Children educated at parents’ expense
You can choose to place your child with a Statement of SEN in an independent school or a non-maintained
school. The Authority must be satisfied that the school can make the special education provision specified
in the Statement but does not contribute to the costs. The Authority has a duty to maintain the Statement
and review it annually.
27
Complaints Procedure
In accordance with the requirements of the Education Act 1996, the Vale Council has produced a
Complaints Procedure in respect of complaints about curriculum and collective worship.
The document is available for inspection at all schools maintained by the Vale of Glamorgan Council
(except nursery schools), public libraries and at the Provincial House, Kendrick Road, Barry, CF62 8BF.
Arrangements can be made for the information to be provided in languages other than English if this is
required.
Welsh Language
Special education provision is made available through the medium of Welsh at both Primary and
Secondary level wherever possible.
Transport to and from School
The majority of special educational needs can be met in your home locality school or your preferred,
alternative mainstream school. In either case you are responsible for getting your child to and from school.
If you agree, through the statutory assessment process, that your child will attend a specialist provision
(special school, special class/unit or resourced school) the LA will be responsible for getting your child to
and from the school, unless the specialist resource is in your home locality school or the provision is under
2 miles for primary aged pupils or under 3 miles for secondary aged pupils.
All requests for SEN/ALN transport are considered on an individual pupil need basis by the Vale SEN
Panel, in line with LA Policy and entitlement.
The transport will most usually be a bus, shared taxi, mini-bus, or bus pass, and, depending on age and the
nature of your child’s difficulties, and those with whom he/she travels, an additional adult ‘escort’ will be
provided.
Very occasionally a child needs to attend a special school outside the County. If this is a residential school,
the Authority either funds travel expenses or makes the travel arrangements at the beginning and end of
term and half terms only.
For those pupils who qualify for SEN/ALN Transport, the parent/guardian will be asked to complete a
transport request form. The LA requires at least 10 school days from receipt of the signed consent form,
before transport is implemented.
Further details on school transport can be obtained by writing to the Director of Learning & Development,
the Vale of Glamorgan Council, Provincial House, Kendrick Road, Barry, CF62 8BF, or by telephoning
01446 709115.
28
LA Provision in Maintained Special School
The Special School(s)
Until 2014
Planned Opening new Special
School – 2014/2015 – Transfer
to:
Ashgrove School
Sully Road
Penarth
CF64 2TP
029 20 704212
Headteacher: Mr C. Britten
Ysgol Erw’r Delyn
St Cyres Road
Penarth
CF64 2WR
029 20 707225
Headteacher: Mr C. Britten
Ysgol Maes Dyfan
Gibbonsdown Rise
Barry
CF63 1DT
01446 732112
Headteacher: Mr C. Britten
Key Stage 3 & 4 Pupil Referral Unit
Amelia Trust Farm PRU
Five Mile Lane
Barry
CF62 3AS
01446 781104
Headteacher: Mr M. Sweeden
Ysgol Y Deri
Penarth
Catering for children and young
adults with the following Special
Educational Needs
Children with autism and associated
difficulties
Boys and Girls 3-19 years
5 day residential and non-residential
Children with physical and Profound
Multiple Learning Difficulties PMLD
Boys and Girls 3-19 years
Tel: To be confirmed
Headteacher: Mr C.Britten
Children and young adults with
moderate to severe learning
difficulties.
Boys & Girls 3-19 years
Children with emotional, social and
behavioural difficulties
Boys and Girls 11-16
(Key Stage 3 : Years 7,8,& 9) based at ATF
(Key Stage 4: Years 10 & 11) Based at
Cowbridge Youth Centre
29
LA Provision in Mainstream Primary Schools
Resource bases have been established in a number of mainstream primary schools to
support children with a range of SEN. These are as follows:
School
Resource:
Cogan Primary School
Pill Street
Cogan, Penarth
Telephone 029 20 708497
Headteacher: Mrs A. Bowsher
Children with hearing impairment
Nursery/Primary age pupils
Fairfield Primary School
Dryden Road
Penarth
CF64 2RT
Telephone: 029 20 709035
Headteacher: Ms S. Lewis
Children with moderate learning difficulties
(Key Stage 2)
High Street Primary School
St. Paul’s Avenue
Barry
CF62 8HT
Telephone: 01446 734553
Headteacher: Mrs S. Howell
Children in with behavioural difficulties
(Key Stage 2)
Holton Junior School Unit
Holton Road
Barry
CF63 4TF
Telephone C/O: 01446 709180
Teacher in Charge: Mrs Cook
Children with severe, long term specific
learning difficulties
Sessional attendance from mainstream home
school
Primary age pupils
Jenner Park Primary School
Hannah Street
Barry
CF63 1DG
Telephone: 01446 765587
Headteacher: Mr D Morris
Children with moderate learning difficulties
Primary age pupils
Llandough Primary School
Dochdwy Road
Llandough, Penarth
CF64 2QD
Telephone: 029 20 702835
Headteacher: Mrs S. Evans
Children with specific speech and/or language
difficulties
Primary age pupils
30
LA Provision in Mainstream Primary School Cont.
School
Resource
Palmerston Primary School
Pen-y-Bryn
Cadoxton
Barry
CF63 6QH
Telephone: 01446 747393
Headteacher: Mr M. Middlemiss
Children with physical impairments
Nursery and Primary age pupils
St. Illtyd Primary School
Station Road
Llantwit Major
CF61 1ST
Telephone: 01446 796335
Headteacher: Mr A. Smith
Children with ASD
Key Stage 1 & 2
31
LA Provision in Mainstream Secondary Schools (ages 11-16)
The LA has delegated resources to secondary mainstream school within the Vale of
Glamorgan to support young people with a range of SEN. These are as follows:
School
Resourced:
Bryn Hafren Comprehensive
Merthyr Dyfan Road,
Barry CF62 9YQ
Tel: 01446 403500
Headteacher: Mr Whitcombe
For children & young adults with
Moderate Learning Difficulties
Barry Comprehensive
Port Road West,
Barry, CF62 8ZJ
Tel: 01446 411411
Headteacher: Mr G. McNamara
For children and young adults with
Moderate Learning Difficulties
Cowbridge Comprehensive
Aberthin Road,
Cowbridge, CF71 7EN
Tel: 01446 772311
Headteacher: Ms D. Thomas
For children and young adults with
Moderate Learning Difficulties
Llantwit Major Comprehensive
Ham Lane East,
Llantwit Major, CF61 1TQ
Tel: 01444 793301
Headteacher: Mr V. Brown
For children and young adults with
Moderate Learning Difficulties
St. Cyres Comprehensive School
St Cyres Road,
Penarth, CF64 2XP
Tel: 029 20 708708
Headteacher: Dr J. Hicks
For children and young adults with
Moderate Learning Difficulties
Hearing impairment
Physical impairment
St Richard Gwyn (R.C. School)
Argae Lane,
Barry, CF63 1BL
Tel: 01446 729250
Headteacher: Mr M. Clinch
For children and young adults with
Moderate Learning Difficulties
Stanwell Comprehensive School
Archer Road,
Penarth, CF64 2XL
Tel: 029 20 707633
Headteacher: Mr D. Jones
For children and young adults with
Moderate Learning Difficulties
32
LA Provision in Mainstream Secondary Schools (ages 11-16) Cont.
Ysgol Gyfun Bro Morgannwg (Welsh Medium)
Colcot Road,
Barry, CF62 8YU
Tel: 01446 450280
Headteacher: Dr D. Jones
For children and young adults with
Moderate Learning Difficulties
33
Useful contacts:
SNAP Cymru
SNAP Cymru is an all-Wales children’s charity working with families, young people and professionals on
issues regarding additional learning needs and disabilities. It is an advocacy service for parents/carers.
SNAP Cymru’s independent Parent Partnership Service is free to families and offers impartial, accurate
information, advice and support through our Independent Parental Support Scheme (IPS).
Our teams of trained staff and volunteers help:
-
Families make informed decisions about school and other educational placements and provision
from health, education, social services and other agencies.
Families work in partnership and maintain good working relationships with relevant professionals.
Schools in continuing to develop good working practice with parents/carers.
Families play an active and valued role in their child’s education and development – giving families
a choice.
SNAP teams of trained staff and volunteers offer:
-
Confidential, accurate, information, advice and support.
A listening earl, an opportunity for families to talk things through.
Help to gain access to a range of support services and expert advice.
Practical help in dealing with letters, filling in forms and understanding professional reports.
Out teams of trained staff and volunteers provide:
Information, advice and support about concerns that may affect children and young people’s education and
development including:
-
Advice on rights and responsibilities
Additional needs for children, including those of pre-school age
Understanding of child’s Individual Educational Plan
School Action
School Action Plus
The Statementing process
Annual reviews
Transition Planning
Bullying
Non-attendance or truanting
Exclusions
Appeals and tribunals.
Your Local SNAP Cymru team is here to help through
-
Telephone or email
Letters and written information
Appointment at the local Partnership Office
Arranging a home visit if appropriate
Training for parent, carers and professionals
34
Further details can be obtained by contacting:
Head Office: SNAP Cymru, 10 Coopers Yard, Currant Road, Cardiff, CF10 5NB
Tel: 029 20 384868
Fax: 029 20 371876
www.snapcymru.org
Vale of Glamorgan Parent Partnership Forum
In 2012 the Vale LA in conjunction with SNAP Cymru Wales established the Parent Partnership Information
Sharing Group, which meets twice yearly. It is a forum for parents of children/young people with Special
Educational Needs/Additional Learning Needs to meet with LA representatives.
School Improvement and Inclusion Service is striving to promote engagement between parents and
professionals within the Education Authority and as a result has established a Parent’s Forum, the aim of
which is to help shape future services for children and Young People with Additional Learning Needs in the
Vale of Glamorgan.
The Parent Partnership Forum has proved useful, and facilitates working partnership with parent to:
-
Gives families the opportunity of consultation and participation
establish improved communications
ensure a route for dialogue from parent to the LA, encouraging parents to share information with
the LA.
ensure parents fully informed about the statutory process
facilitate service development/development of provision.
ensure parents are aware of service delivery at School Action Plus and Statement of SEN.
The forum has proved useful, giving families a voice and helps identify the expectation of families and that
of the LA for children & young adults with special educational needs/additional learning needs.
If you would to participate and join the group please contact:
SNAP or
LA: Ruth Ferrier/Kay Poultney on 01446 709811/01446 709876
RSFerrier@valeofglamorgan.gov.uk
KPoultney@valeofglamorgan.gov.uk
35
Children with Disabilities Index
The Vale of Glamorgan Council in partnership with the Local Health Board and NHS Trust have established
a Children with Disabilities Index which will enable agencies to co-ordinate, plan and monitor services.
By adding your child to the Disability Index, you will receive our quarterly newsletter ‘the index’, packed full
of information on playschemes, events, groups, benefits and much more. You can also contact the Index
Administrator if you would like specific information, for example a particular sports club that can cater for
your child’s needs or a local support group.
Further details can be obtained by contacting:
Disability Index Administrator on 01446 704736 or
Disabilityindex@valeofglamorgan.gov.uk
www.valeofglamorgan.gov.uk/disabilityindex
Vale Family Information Service (FIS)
We are a one stop information and advice service, for parents, carers and people working with families in
the Vale of Glamorgan about:
-
Registered childcare including childminders, day nurseries, crèches, playgroups and Cylchoedd
Meithrin.
Holiday care schemes and open access playschemes
Unregistered childcare including baby sitters, nannies and au pairs
Parent and toddler groups
Play, sport and leisure activities
Help with childcare costs
Working with children
Free nursery education
Youth services
Health and wellbeing services
Services for disabled children
Services promoting the Welsh language
Family support Services
For more information contact the:
Vale Family Information Service (FIS) on 01446 704704
fis@valeofglamorgan.gov.uk
www.valeofglamorgan.gov.uk/fis
Follow us on Twitter: @ValeFIS
Like us on Facebook: Vale Family Information Service
Welsh Translation of this Booklet available upon request from the
School Improvement and Inclusion Service (Tel 01446 709180)
If you would like any assistance, or have any special requirements
please contact School Improvement and Inclusion Service on
Tel: 01446 709180
36
Glossary
Annual Review
Assessment
Case Work Officer
Disagreement resolution
service
Early Education Service
Educational
Psychologist
Graduated
response/approach
Independent parental
supporter (IPS)
Local Education
Authority (LA)
Mainstream school
Named Officer
Note in Lieu
Parent Partnership
Service (PPS)
SEN Code of Practice
for Wales
Special Educational
Needs
Special Educational
Needs Tribunal for
Wales (SENTW)
Special Educational
Provision
Special school
Statement of special
educational needs
Statutory assessment
Transition Plan
A yearly review of a Statement of SEN
The collection of information which builds a picture of a child’s needs and
progress
Identified Case Work Officer (CWO) dealing with individual pupil.
A service which helps prevent or resolve disagreements between parents and
the LA or a school
All pre-school education provision such as nursery classes and schools, day
nurseries and playgroups
Trained teachers with a degree in Psychology employed by the LA to advise
and help teachers and where necessary, to make recommendations to the LA
on providing for the needs of some children
The model of action and intervention described in the SEN Code of Practice for
Wales to help children with SEN
Someone who can support parents, for example, by going to meetings,
encouraging parents to get involved and helping them understand the SEN
framework
A local government body that is responsible for providing education and for
carrying out statutory assessments and maintaining Statements
An ordinary school which is for all children. This would normally be a state
school
The person at the LA who deals with your child’s case
A document that may be issued when, following a statutory assessment, the LA
decide not to make a Statement
A service which provides support and advice to parents whose children have
SEN
A guide for schools and LAs about the help they give to children with SEN
Children have special educational needs if they have learning difficulties that
need special educational provision. They have learning difficulties if they find it
harder to learn than most children of the same age or they have disabilities that
make it difficult for them in school
Special Education Needs Tribunal for Wales (SENTW)
An independent body that hears appeals against decisions made by the LA on
statutory assessments and Statements
The additional or different help given to children with SEN
A school that is specially organised to make special educational provision for
pupils with SEN
A documents that sets out a child’s needs and all the additional help they
should receive
A very detailed examination of a child’s special educational needs
A plan drawn after the year 9 annual review of a Statement. It sets out the steps
needed to move from school to adult life
Folder: Inclusion Service
Policy & Procedures Folder - Statutory Assessment, Statement, Review and Transition Plan
37