We follow the graduated approach and the four-part cycle of assess, plan, do, review.
Early Identification of Need
The triggers for SEND support are that, despite receiving quality first teaching, the child:
- continues to make little or no progress in specific areas over a long period;
- continues working at national curriculum levels substantially below that expected of children of the similar age;
- continues to have difficulty in developing literacy and mathematical skills;
- has emotional difficulties which substantially and regularly interfere with the child’s own learning or that of the class group;
- has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;
- has ongoing communication or interaction difficulties that impede the development of social relationships and that cause substantial barriers to learning.
The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment and behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services and professionals, if relevant.
The assessment will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
If necessary the SENDCO, in partnership with parents and the child, may refer to outside agencies such as Educational Psychology or specialist support teams (e.g. OT and SALT) for additional support. These recommendations are then fed into the graduated approach to support a child’s learning in school. Specific Interventions and additional support provided by external agencies may also form part of the child’s SEND support plan.
Initially the child’s needs and any concerns in relation to their learning will be tracked by a short note which will identify appropriate targets and actions to achieve these. This will be reviewed regularly to monitor progress towards the targets.
If the child’s needs persist and are not successfully met through a short note, they may then progress to an SEN Support Plan which details smaller steps which are personal to your child and their progress. These will be reviewed termly and a future plan made. Targets will be set which are designed to support your child and to improve learning outcomes. Progress against these targets will be reviewed regularly by the class teacher and evidence for judgements assessed. Teachers meet with the SENCO to discuss progress on a termly basis prior to SEN review meetings with parents/carers. A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan (EHCP). The school or parents could consider requesting an Education Health and Care Assessment. To inform this decision the local authority will expect to see evidence of action taken by school. These include:
- records of regular interventions, strategies, reviews and outcomes;
- the pupil’s health including the child’s medical history where relevant;
- Early Learning Goals and National Curriculum levels of attainment in literacy and mathematics;
- educational and other assessments, for example from an advisory specialist
- support teacher;
- an educational psychologist report;
- views of the parent and the child;
- involvement of other professionals such as health, social services or education
- welfare service;
- costed provision map;
- Parents or school are the only partners who can request an Education Health and Care Assessment.
All children with EHCP will have a short-term targets set for them that have been established after consultation with parents and the child. An EHCP will be reviewed annually and will last until the child is 25, or all targets are met.
For more detailed information see the Local Offer
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.