He has a disability, which either prevents or hinders him from making use of educational facilities of a kind generally provided in schools for children of his age. This code consists of five stages. Explanation of Stages. The classteacher takes the lead in the identification, assessment, provision and monitoring of a pupil's special educational needs. Basic information about the pupil is gathered and early action taken within the normal classroom situation and resourcing.
Progress is reviewed.
Parents are kept informed. Additional provision may take the form of support from school-based personnel. Once the information has been gathered within the school, the needs of the pupil will be discussed with the class teacher and special needs co-ordinator and a meeting may be held with parents, although a letter informing them of extra support within the school is sufficient. If, after a further review, it is apparent that there is a clear and immediate need for the direct involvement of an outside agency, then the pupil will move to stage 3. At stage 3 the direct involvement of outside agency support takes place.