What will happen if the school or I think my child has a special need?
Identification of SEND
Early identification of children’s SEND needs is essential in order that appropriate support can be put into place to address their needs.
The Code of Practice 2014 states that:
- SEN may be present if progress is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
It should be noted that lack of progress does not automatically mean the child has SEN. Other barriers to learning need to be carefully considered.
If a child’s development is causing concern, despite differentiated learning opportunities, the Class Teacher will raise concerns with the parent and Inclusion Leader and provide evidence to support their concerns.
Sometimes the initial concerns may be raised by a parent/carer or another professional. Concerns regarding lack of progress may also be identified within Pupil Progress Meetings. The Class Teacher is responsible for informing the child’s parents/carers of their concern and collecting any relevant information about the child.
The Code of Practice sets out a ‘Graduated Approach’ to enable children’s SEND needs to be met.
Assess, Plan, Do, Review
The Class Teacher and Inclusion Leader will analyse any assessments already conducted and plan any further assessments needed. This may include:
- In class observations
- Inclusion Leader Assessment (The Inclusion Leader is qualified to use a range of assessments that provide standardised scores against national norms).
- Speech and Language Therapy screening assessments
- Literacy assessments including reading tests, spelling tests, handwriting assessments, phonic assessments etc.
- Numeracy Assessments including: Early Maths Diagnostic Kit (EMDK), Number Box, Assertive Maths etc.
- For behaviour and ABC observation record may be kept. Antecedent (what happened before), Behaviour, Consequence (ABC).
- Outside assessments may be accessed at this point for difficulties such as stammering, speech articulation.
Following these assessments a decision will then be made by the Class Teacher, parent/carer and Inclusion Leader to initiate SEN support. When external agencies are involved, their advice and recommendations are included in any support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Where appropriate additional support may be deployed to ensure your child can engage in lessons and wider school activities.
- Where it is decided to provide a pupil with SEN support the parent/carers will be formally notified usually by the Class Teacher directly or in writing. Parents will receive copies of any SEN support plans written.
- The Class Teacher and Inclusion Leader in consultation with parent/carers will agree the interventions and support to be put in place as well as the expected progress. A clear date for review will be set.
- All relevant support staff are made aware of any strategies/interventions to be used with the child.
- Parent/carers will be asked to support the child at home.
- The class teacher is responsible for working with all children on a daily basis.
- Where interventions involving 1:1 teaching or group teaching occur away from the main class the teacher still retains responsibility for the child.
- The Class Teacher will work closely with the Teaching Assistant or Specialist Support Staff involved to plan and assess the impact of interventions and how they are linked to class teaching.
- The impact of support offered, interventions used and targets set will be reviewed by the Inclusion Leader, Class Teacher and Specialist Support staff involved with the child.
- Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies.
- Parent/carers will be provided with clear information about the impact of the support and interventions during Class Teacher/parent/carer meetings, enabling them to be involved in the next steps.
Discussion should focus on progress made by the child.
Then the following decision can be made:
- Progress is very good and the difficulty seems to be resolved, (the child’s name may be removed from the Register) SEN support ceased.
- Progress is good and support is continued or progress is monitored to ensure it is maintained.
- If your child is continuing to have significant difficulties, further external expertise may be requested or further intervention or an alternative programme is used.
If my child has a special need or disability will they always receive extra intervention or support?
No. Identification of SEND does not automatically mean your child will be involved in a specific intervention, throughout the whole of an academic year. Some children with SEND can have their needs met in class through adaptations.
Individual risk assessments or Personal Emergencies Evacuation Plans (PEEP) may be completed for children with additional behavioural or medical needs. These are reviewed at least once a year. If additional needs occur then the risk assessment is reviewed automatically by the Inclusion Leader in liaison with the child’s parent/carers and class teacher.