* the policies set out in the White Paper Excellence in Schools for raising standards, particularly in the early years, will be beginning to reduce the number of children who need long-term special provision * stronger arrangements for early identification u schools and parents will have higher expectations of children with SEN * target setting, in mainstream and special schools, will take account of the scope for improving achievements of children with SEN * new Entry Level awards will be available for pupils for whom exams at 16 are not appropriate * more effective use of IT Working with parents

* parents whose children are being assessed for a statement to be offered support by an independent ‘named person’ * parent partnership schemes will be in place in every LEA in England * improved arrangements between schools and LEAs should be reflected in a reduction in the number of appeals to the SEN Tribunal Practical support: the framework for SEN provision * a revised version of the Code of Practice will be in place simplifying procedures

* renewed emphasis on the school-based stages of the Code, with support from LEAs and assurance for parents of effective intervention * the result will be that the proportion of children who need a statement will be moving towards 2 per cent * the great majority of SEN assessments will be completed within the statutory timetable Increasing inclusion

* a growing number of mainstream schools will be able to accept children with a range of SEN: an increasing proportion of children with statements who would currently be in special schools will be in mainstream schools * national and local programmes to support increased inclusion * special and mainstream schools will be working together Planning SEN provision

* regional planning machinery will be in place, helping co-ordinate provision for low-incidence disabilities and specialist teacher training * clear guidance to support development of special schools in the context of a policy of increased inclusion * new arrangements will be in place to safeguard the interests of children with special needs in independent schools Developing skills

* clear structure for teachers’ professional development in SEN, from initial training through to improved training for heads, SENCOs * national framework for training learning support assistants * national guidance on training governors * national agreement on ways of reducing the time spent by educational psychologists on statutory assessments and maximising their role in classrooms, and training for their development

Working together * new arrangements for sharing good practice * improved co-operation and co-ordination between LEAs, social services, health authorities * speech and language therapy will be provided more effectively * the Government will be collecting information about the experiences, once they have left school, of young people to help schools and colleges prepare them for adult life Principles into practice: emotional and behavioural difficulties (EBD) * programme in place to help primary schools tackle EBD at a very early stage * enhanced opportunities for all staff to improve their skills in teaching children with EBD * a national programme to offer support to EBD special schools experiencing problems * expanded support for schemes designed to renew the motivation of older pupils with EBD.