We aim to follow the graduated approach when working with pupils with SEND, in which we aim to continually assess, plan, implement and review our approach to teaching all pupils, including those with SEND. It is vital that pupils with SEND continue to make good progress and all those who teach and support them maintain the highest aspirations possible. We take a whole school approach to assessment of need of all pupils and aim to quickly identify pupils who despite high quality teaching are not making adequate progress. Sources of information that we may draw on to establish a clear analysis of need will include:
Teachers’ assessment and experience of the pupil.
Pupil progress, attainment and behaviour.
The individual’s development in comparison with their peers.
The views and experience of parents.
The pupils own views.
Advice from external support services.
More specific sources of information may include standardised tests, criterion-referenced assessments, observation checklists, questionnaires and profiling tools.
The 5 step process below summarises a typical pathway for identifying any SEND.
Where concerns present over possible SEND a discussion should take place firstly with the class teacher and parent/guardian.
Concerns will then be passed on to the SENCO and a comprehensive analysis of need will be gathered if necessary.
It may be necessary that an action point (intervention) is planned for an individual pupil which will then be carefully monitored over a specific time period.
School will seek advice from in school services and outside agencies if it is felt that further support is then required. Parents/carers and pupils will continually be informed of all processes and involved in discussions.
If a SEND is identified then the pupil will be placed on the school SEND register continuing to assess, plan, do and review their progress to ensure their strengths and barriers to learning are quickly identified and addressed. Advice from outside agencies may be ongoing at this point and further action may be taken accordingly.
Please note that although we recommend the following 5 step procedure parents can raise concerns with either the schools family liaison worker or SENCO at any time. Meetings via the phone or in person can be arranged through the school office on 01473 741305.
Any pupil then identified with SEND will be placed on a register and the SENCO and senior leaders will then plan the provision for pupils with SEND. This register will be maintained and regularly updated. The SENCO will ensure that this is made available both electronically and in hard copy to the relevant staff. The confidentially of this document will be promoted by the SENCO and it will not be made available to anyone away from the school premises. Each pupil will then have a file that will be stored securely at all times. Each pupil will have a one page profile that is an introduction to that child, capturing key information to assist in understanding and appreciating that young person’s world. It is person centred to capture the uniqueness of each child and set achievable short term and long term targets.
These plans will be shared with the pupil, parents, and relevant staff and outside agencies where necessary. They will be reviewed at the end of each academic term.
Pupils with the highest level of need should have an Education Health and Care Plan (EHCP). This is in place of a statement. EHCPs will be drawn up by the Local Authority after statutory assessment has been carried out by a joint commissioning of education, health and social care professionals. Students with SEND who do not qualify for an EHCP will be identified by the SENCo and recognised in a single category called School based support (SBS). This replaces school action (SA) and school action plus (SA+). We also recognise that there will be a group of pupils who have less severe needs that will not be identified as SEND. These pupils needs will be met by teachers having a good understanding of how to provide differentiated resources and classroom experiences through quality first teaching.
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