How will school staff support my child?

The first response to concerns about a pupil’s attainment or progress should be high quality teaching targeted at their area of weakness.  The child’s class teacher will take steps to provide differentiated or adapted learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and any teaching modifications that need to be applied.

Where it is determined that a pupil does have SEN, parents will be formally advised of this and support targeted to the child’s specific needs will be put in place. The support provided consists of a four–part process: Assess, Plan, Do, Review.

This is an on-going cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

The SEND Code of Practice 2015 states four broad areas of need:

  • Communication and interaction
  • Cognitive and learning
  • Social, emotional and mental health
  • Sensory/physical

In practice, pupils often have needs that cut across two or more of these areas and their needs may change over time.

If a child has been identified as having a special educational need as outlined above, then a support plan will be put into place.

At the first level, the parents, the pupil, (where appropriate), and teaching staff who work with the child, discuss the pupil’s strengths, interests and potential barriers to learning and draw up an Individual Provision Map (IPM) which outlines the adjustments, interventions and support to be put in place.  This plan is reviewed during the year, the impact of the interventions is assessed and a new plan drawn up if needed.

Pupils who require external support to meet their needs will have an Individual Education Plan (IEP) which identifies the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. The IEP will be completed by the teacher, often in conjunction with the Inclusion Manager, using the external advice provided. (Assess Plan, Do, Review)

The class teacher remains responsible for working with the child on a daily basis. The teacher will have an overview of any intervention in which the child is participating. They will work closely with support staff who lead the intervention in order to assess the impact and ensure that the learning is transferred into the classroom.

The SENCO will continue to support the class teacher to review the impact of the Individual Provision Map or the Individual Education Plan and to advise on the effective implementation of support. 

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