School Action and School Action Plus

The SEN Code of Practice refers to the different types of educational support available for children with SEN. Although many people think of support in terms of Statements of SEN or being placed in a special school most children with SEN have their needs met with existing support already available in a mainstream school. This support is provided at two levels: School Action (SA) and School Action Plus (SA+).

WHAT IS SCHOOL ACTION? (Known as Early Years Action in Early Years Settings)

School Action ("SA") is used when there is evidence that a child is not making progress at school and there is a need for action to be taken to meet learning difficulties. SA can include the involvement of extra teachers and may also require the use of different learning materials, special equipment or a different teaching strategy.

Teachers may become aware of the need for intervention at SA where there is little progress in the child's ability despite targeted teaching, where there are difficulties in core areas, where there are persistent Emotional and Behavioural Difficulties or where there are sensory or physical problems.

WHAT DOES THE SCHOOL ACTION STAGE INVOLVE?

At the SA stage the child’s teacher will be looking for ways to support them in class and will work with the SENCO to find ways to support the child’s learning. Parents must be informed that their child is considered to have SEN and has been placed at SA and will receive copies of the schools plans. Progress should be reviewed at least twice a year. In addition, an IEP should be written to assist the child.

WHAT IS SCHOOL ACTION PLUS?(Known as Early Years Action Plus in Early Years Settings)

School Action Plus ("SA+") is used where SA has not been able to help the child make adequate progress. At SA+ the school will seek external advice from the LEA's support services, the local Health Authority or from Social Services. For example, this may be advice from a Speech and Language Therapist (SaLT), an Occupational Therapist (OT) or Specialist Advisory Services dealing with Autism, Behavioural Needs etc. SA+ may also include one-to-one support and the involvement of an Educational Psychologist. As well as the use of external services, SA+ requires more detailed planning of interventions for children whose progress has been limited. A child's progress at SA+ stage should also be reviewed regularly (i.e. at least twice a year) and an IEP should also be written to assist the child.

WHEN TO MOVE FROM SCHOOL ACTION TO SCHOOL ACTION PLUS?

The test for whether there is a need for a child to move from SA to SA+ is whether the child is making "adequate progress". This is a broad term which can be defined in a number of different ways. It essentially depends on what the child’s starting point is and what the expectations are of that child. It is usually down to the teacher’s professional judgment.

Some ways of defining adequate progress include; progress that matches or betters the child’s previous rate of progress, progress that is satisfactory to the child and the parents or progress which closes the gap between the child and the child’s peers. Where a child is still not making adequate progress at the SA+ stage then the child's school or parents can request a Statutory Assessment, which may lead to them receiving a Statement of SEN .

To Download This Page As An MP3 File click here

Back to top

***

Please note that every care is taken to ensure that the information included on this webpage is accurate. However, should you discover any information which you believe to be inaccurate please Contact Us as soon as possible.

Although the information we have provided here is meant to be helpful to you, Douglas Silas Solicitors cannot be held responsible for any damage or loss caused by any inaccuracy or reliance placed upon it. If you have any concerns about your child, you should seek professional educational or healthcare advice as soon as possible.