The school follows a graduated approach to meeting your child’s needs.

A GRADUATED APPROACH: QUALITY FIRST TEACHING

1. Any pupils who are falling significantly outside of the range of expected academic

achievement in line with predicted performance indicators are identified.

2. Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.

3. The child’s class teacher will take steps to provide differentiated learning opportunities (including interventions) that will support the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. This will be completed using Provision Mapping throughout the school.

4. Staff will consult the SENCO as needed for support and advice. It may be appropriate to observe the child in class.

5. Through points (2) and (4) it can be determined which level of provision the child will need to move them forward

6. If a child has been recently removed from the SEND register they may also fall into this category as continued monitoring will be necessary

7. Parents will be informed fully of every stage of their child’s development and are encouraged to share information and knowledge with the school

8. The child is recorded by the school as being monitored due to concern by a parent or teacher but this does not automatically place the child on the school’s SEND register. Any concerns will be discussed with parents informally or during parents’ evenings

9. Parents’ Evenings and informal meetings with parents are used to monitor and assess the progress being made by the children

SEND SUPPORT

Where it is determined that a pupil does have SEND, it will be discussed with parents and the children will be added to the SEND register. The aim of formally identifying a pupil with SEND is to help the school ensure that effective provision is put in place and so to remove barriers to learning. The support provided consists of a four part process:

•           Assess

•           Plan

•           Do

•           Review

This is an ongoing cycle to enable the provision to be monitored, impact assessed and different interventions to be put in place as the child’s needs change. The Assess, Plan, Do, Review cycle enables the identification of those interventions which are most effective in supporting the pupil to achieve good progress and outcomes

ASSESS

• Analyse the pupil’s needs using the class teacher’s assessment, experience of working with the pupil, details of previous progress and attainment, comparisons with peers and views of parents, pupils and outside agencies.
• Any parental concerns will be noted and discussed.
• Regular reviews to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are appropriate
• Share information with external agencies.  Where they are not involved they may be

            contacted, if this is felt to be appropriate, following agreement from parents.

PLAN

• Planning will involve consultation between the teacher, SENCO and parents to agree the interventions and support that are required; this will be discussed in a meeting and outlined on a Support Plan.  The child’s views will also be considered.
• All staff working with the pupil, will be informed of their individual needs (including medical), strategies that the child responds to and intervention programmes in place

DO

• The class teacher remains responsible for working with the child on a day to day basis.  Class teachers have responsibility for planning, monitoring interventions, and liaising with support staff. Teachers will support teaching assistants with assessing and reviewing the impact of the support.
• Additional support and assessment of a pupil’s needs will be provided by the SENCO. The SENCO will seek advice from external agencies if appropriate.

REVIEW

• A child’s progress will be regularly reviewed and the impact of support will be monitored. The quality of support will also be monitored and reviewed regularly.
• As for the planning stage, the child’s and the parents’/carers’ views will be taken into account. Support Plan review meetings will take place three times a year (Autumn, Spring and Summer term) or more regularly if necessary.  The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation  with parents and the pupil.