Dual Registration Policy


The Special Educational Needs (SEN) Code of Practice 2001 advises the adoption of a range of strategies for pupils with complex special educational needs:

Continue reading
  • to recognise the various complexities of need;
  • to recognise the different responsibilities to assess; and
  • to meet these needs and the associated range and variations in provision

all of which will best reflect and promote common recognition and the continuum of SEN.

A small number of pupils may benefit from attending both a special and mainstream school. will be beneficial to their education and social progress. The following principles clarify the situation for pupils regarding statutory responsibility and funding.

A child with SEN / Learning Difficulties/Disabilities (LDD) should have their needs met in an appropriate setting. This can be in a special school and a mainstream school on a dual registered basis.

The views of the child and his/her parents will be sought and taken into account.

We will offer children with SEN / LDD full access to a broad, balanced and relevant curriculum.

The CSA will decide whether to seek a dual registered placement. They do this in conjunction with the pupil, the parents and the two schools .

Parents may express a preference for any maintained school they wish for dual registration.

The CSA must establish that the school proposed can make the special educational provision necessary to meet the child’s SEN / LDD. The CSA must have regard to the parent’s wishes so far as that is compatible with:

  • the efficient instruction and training of the child and
  • the avoidance of unreasonable public expenditure.

Only children with a statement of SEN will be considered for dual registration.

Any dual registration agreement will be written into the statement of SEN.

The statutory duties are with the governing body at whichever the child attends on a particular day.

Funding arrangements will be transparent and have total clarity.

Special education and the school in question must agree any alternative transport arrangements where required . Costs will be borne by the CSA.

Short-term targets will be set out in an Individual Education Program (IEP).

Each school will produce an IEP. This will record that which is additional to or different from the differentiated curriculum plan.

The IEP will include the following information:

  • the teaching strategies to be used
  • the provision to be in place
  • when the plan is to be reviewed and
  • the expected outcomes.

The IEP will be reviewed at least once per term.

The annual review is the responsibility of the school where the child attends for the majority of the time. Representatives from both schools will attend the review.

There are different funding arrangements for the different categories of placement as follows:

Formal dual registration

The school where the pupil is formally dual registered will receive the following funding:

Mainstream school:

  • The age weighted pupil unit (AWPU) for the amount of time in that school, together with
  • The band allocation for their time in school.

The deployment of the resources generated will be a decision for the headteacher and governors of the mainstream school.

Special school:

The place and pupil element of the funding for the time the pupil attends the school.  Eg two days per week in a mainstream school and three days per week in a special school.  This will generate for that mainstream school 0.4 of AWPU + 0.4 banding allocation.  For the special school it will be 0.6 of place value + 0.6 of pupil element.

A trial placement prior to dual registration

Some individual pupils will not be formally dual registered although they will be placed in a mainstream school. This will be on a part-time basis for a trial period. The CSA special education budget will support such placements. Decisions on support will be made in conjunction with the two schools and the CSA. The mainstream school will employ a learning support assistant. This post will be paid for from additional funding from the CSA. The mainstream school will manage this member of staff. Such placements are time limited and will not extend for more than two terms. A decision will be made after two terms to move to formal dual registration. This could be either on this funding basis or some alternative arrangement.

Experiential placements

Other pupils in special schools will be placed in mainstream schools in order to gain experience. Support for these placements will come from the host special school budget. Staff used to support individual children or groups of children will be from the special school. They will work in cooperation with the staff in the mainstream school.