ABSTRACT
This chapter examines the relationship issues between parents and schools for Stages One and Two. If the parent's expectations of their child are unrealistic, then the review process of Stage One can be used to help the parents understand the realistic achievement levels for their child. The Code of Practice requires schools to produce an Individual Education Plan (IEP) when a child is identified as being at Stage Two. The parent-child partnerships should be developmental, based on pre-existing relationships between the parent, teachers, Special Educational Needs Co-Ordinator (SENCO) and head teacher. Only a small minority of parents will understand the National Curriculum, its levels and key stages, attainment targets and so on. If the initial concern expressed by a teacher relates to the child's behaviour or emotional state, parents are very likely to feel that they are being blamed for their child's difficulties.
