• Staff will assess your child’s needs and will include your observations.

• Your child will receive either an Additional Needs plan (ANP) or an Individual Education plan (IEP) 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.

ANPs for pupils receiving Additional Needs provision

• Your child will receive an Additional Needs plan containing one target set by the class teacher and one target set by the parent or child. These targets will be child friendly. 
• The plan will show your child's strengths.
• It will show your child's current attainment levels.
• This plan will also show the current area of need and the support put in place.

 IEPs for pupils receiving SEN provision

• 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.

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.