- Staff will assess your child’s needs and will include your observations.
- Your child will receive an individual education plan containing targets which will be shared with the child, parents and any staff who support the child.
- Your child may take part in/do specific interventions and receive support from teaching assistants, other teachers or specialist outside agencies.
- Staff will review your child’s progress with you and your child on a termly basis – in October, March and June.
The process of providing support is:
Assess, Plan, Do, Review - this is called the 'graduated approach'
- A child’s needs may be assessed formally through termly assessments as part of the normal school practice for monitoring progress.
- The SENDCo or Head teacher may carry out screening assessments on individuals with the consent of parents e.g. Dyslexia Screening
- Outside Agency support teachers may carry out assessments, with parental consent.
- The SENDCo or Outside Agencies may observe pupils in their learning environment.
- Observations from the class teacher, teaching assistants and parents will be gathered.
- The child’s views are obtained through discussions. This might be with the SENDCo, with Mrs Blake, the Learning and Family Mentor, or with a teaching assistant.
- The SENDCo or Head teacher will contact the previous school or setting to gather their observations if no information has been previously shared on transition.
- Your child will receive an individual education plan containing a minimum of three targets. These targets will be set by the teacher, parent, child and Outside Agency if they are involved. These targets will be child friendly and SMART - Specific, Measurable, Achievable, and Realistic Targets.
- This plan will also show your child’s strengths and contain your views and those of your child.
- The plan will show previous levels of attainment, current levels and expected levels after the interventions.
- It will outline your child’s areas of need.
- The plan will outline the strategies and interventions to be put in place.
- The plan will seek parental involvement to reinforce or contribute to progress at home.
Your child will receive Intervention and this could include:
- In class support when an additional adult will provide support e.g. with refocusing, following instructions, completing tasks.
- Small group work which may take place inside or outside the classroom e.g. social skills groups, guided reading groups, working on specific targets.
- Individual support ( known as 1:1 support) which may be inside or outside classroom which focuses on an individual’s targets e.g. reading, spelling, physiotherapy, fine motor activities, speech and language activities, counselling.
- Specialist Outside Agency support which is usually done on 1:1 basis outside the classroom focusing on the pupil’s specific targets.
All intervention is recorded on a provision map which is managed and monitored by the Headteacher, SENDCo and team leaders i.e. Mrs E McMenemie, Mrs J Thackray, Miss K McKenzie, Mrs D Jones and Miss L Meyerhoff.
Your child’s targets and individual education plan will be reviewed at least 3 times a year, in October, March and June. Parents and pupils will be invited to attend the review process, as will any Outside Agencies who have provided advice or support.
The purpose of a review is to:
- Evaluate the effectiveness of the support and interventions and their impact on the pupil’s progress.
- Decide if further support is still required.
- Decide if more specialist support is required.
- Decide on the next set of targets.
- Set a date for the next review.