• 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'

Assess

• 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 Miss Coleman, 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.

 Plan

• 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.

 Do

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 Mrs L Duggin.

Review

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.