- physical health and function

  - communication skills

  - perceptual and motor skills

       -   self-help skills

       -   social skills

   - emotional and behavioural development

   - responses to learning experiences?

5:19. The LEA will then assess the evidence and decide whether the child's difficulties or developmental delays are likely to be resolved only through a multi-professional approach which will require monitoring and review over a period of time.

Content of the statement for children under five

5:20. Where children between two and five have such complex needs that statutory procedures may be essential in order to maximise their opportunities, the statement will follow the same format as for any other children.  The contributions of non-educational service providers are likely to be of key importance.

5:21. LEAs should note that parents of children under five may express a preference for a maintained school to be named in their child's statement and may make representations in favour of a non-maintained or independent school for their child.  The LEA should ensure that parents have full information on the range of provision available within the authority and may wish to offer parents the opportunity to visit such provision and discuss any aspect of the provision with the Named Officer within the LEA.  LEAs must provide parents with lists of independent schools approved under section 189 of the Act; all non-maintained special schools; and of all LEA-maintained and grant-maintained schools in the area of the LEA which cater for children of the appropriate age.  They may also inform parents of such schools in neighbouring areas.

5:22. LEAs should informally review a statement for a child under five at least every six months to ensure that the provision is appropriate to the child's needs.  Such reviews would complement the statutory duty to carry out an annual review in accordance with the Regulations but would not require the same range of documentation so long as they reflected the significant changes which can take place in the progress of a child under the age of five.

Special educational provision for children under five

5:23. For very young children, access to a home-based learning programme or the services of a peripatetic teacher for the hearing or visually impaired may provide the most appropriate help.  In the case of a child with a behavioural difficulty, the advice of the clinical psychologist at a child development centre or an educational psychologist may enable the child to remain within an existing service.  In some instances there may be a decision that a