Derbyshire Exclusion Support Service

The National Curriculum is in place to make sure that all children receive the same education and standard of teaching in all schools.

The National Curriculum must be taught to all children aged 5-16 in all Local Authority schools. It sets out the knowledge, skills and understanding needed in each subject. It provides standards to measure how well children are doing, to help teachers plan future learning.
The National Curriculum is broken down into four key stages and the Foundation Stage for younger children. To help teachers know exactly how a child is progressing, levels can be broken down into;
A - fully achieved
B - almost there
C - working on

The Foundation Stage is designed specifically for children aged 3-5 years.
There are six areas of learning covering children's physical, intellectual, emotional and social development. A child's development is assessed throughout the Foundation Stage. A record of development across all of these areas provides a picture of the whole child at the end of the Foundation Stage.

Key Stage 1 (KS1) is the level of the National Curriculum taught to children in Reception to Year 2 (Age 4-7). National tests (SATs) are taken at the end of Year 2. Children are expected to attain Level 2.

Key Stage 2 (KS2) is the level of the National Curriculum taught to children in Year 3 to Year 6 (Age 7-11). National tests (SATs) are taken at the end of Year 6. Children are expected to attain Level 4.

Key Stage 3 (KS3) is the level of the National Curriculum taught to children in Year 7 to Year 9 (Age 11-14). National tests (SATs) are taken at the end of Year 9. Children are expected to attain Level 5 or 6.

Key Stage 4 (KS4) is the level of the National Curriculum taught to children in Year 10 and Year 11 (Age 14-16). National tests (GCSEs) are taken at the end of Year 11.

Schools can meet a wide range of Special Needs. Parents/carers have a right to request a Statutory Assessment. Schools and Parent Partnership can tell you more about this. If a request is turned down you can appeal to the SENDIST (The Special Educational Needs and Disability Tribunal).

• Download : Statutory Assessment (143kb)

The DDA defines disability as “a physical or mental impairment which is substantial and long term, preventing a person taking part in normal day to day activities”. A disability is not always the same as a Special Educational Need.

The Law says that schools must make “reasonable adjustments” so that disabled children are not treated less favourably than others. This happens when a school treats a child differently because of their disability, and it can’t justify the treatment.
Schools must make reasonable adjustments to fit a pupil’s needs and to ensure disabled pupils are not at a disadvantage.

If you know, or think your child is disabled it is a good idea to tell the school. It is a particularly good idea if your child has a disability that is not obvious. If the school does not know that your child is disabled, it may not be able to help.

The Government defines the responsibility as being held by “the responsible body”. Responsibility is held by the Governors in most schools and owners in private schools.

This will be different in every case and may not cost a lot of money. It can often be a change in attitude.

- Getting into and around a building
- Being able to take part in all school activities
- Giving all children the same opportunity

- Ask your school or setting for the Accessibility Plan or Disability Equality Scheme
- Talk to the Headteacher
- Talk to a Governor
- talk to your Local Inclusion Officer
The Parent Partnership Service can guide you through all of this.
After trying these you could:
- Contact the Mediation Service on 0161 480 5234
- Appeal to the Special Needs & Disability Tribunal (SENDIST)- 0870 606 5750
Further information from:
- derbyshire.gov.uk/accessibility/strategy
- Equality & Human Rights Commission
- Department for Children, Schools and Families (DCSF) SEN Booklet

The P scales were designed to provide a way of assessing children aged 5-16 who are working below level 1 of the National Curriculum. They will help teachers in planning future targets and will help them to review the progress of these children.
They will also give parents and carers a clear idea of their child’s progress.

The P scales break down into small achievable steps the important skills, knowledge and understanding which a child needs before moving on to work at the National Curriculum levels. There are P scales for:
- Literacy
- Numeracy
- Science
- PSHE (Personal, Social and Health Education)
- ICT (Information and Communication Technology)
The P scales use eight levels, P1—P8. They can be used in Primary, Secondary and Special Schools for children who may or may not have a Statement of Special Educational Needs.

Class Teachers, Teaching Assistants, Support Service Teachers and SENCOs will use the P scales.

The P scales will be used as guidance and support when planning a programme of work for individual children and to identify progress and achievement.