Every child will have access to high quality teaching which is matched to the diverse needs of all children.
The quality of teaching is monitored in a number of ways:
• Classroom observation by the Senior Leadership Team (SLT), the SENDCo and external verifiers
• Scrutiny of planning.
• Work sampling
• Whole school pupil progress tracking
• Ongoing assessment of progress made by pupil in specific intervention groups
• Pupil Progress Meetings with the Senior Leadership Team (SLT)
• Teacher meetings with the SENDCo
• Pupil and parent feedback when reviewing progress and attainment
• Individual Learning Plans (Pupil Passports)
Pupils with a disability will be provided with “reasonable adjustments” in order to increase their access to the taught curriculum.
All pupils have individual targets which are discussed with parents at Parents Evenings.
• Regular meetings take place between the class teacher and a member of the Senior Leadership Team to ensure all children are making sufficient progress.
• Appropriate interventions will be implemented to address the needs of pupils not making enough progress.
• Outcomes of interventions will then be reviewed.
• Parents will be informed that the school considers their child may require SEN support if not enough progress is made. Partnership from parents will be sought in order to improve outcomes for the child.
• If “additional to and different from” support is required, the views of the parents, pupil and staff will be obtained. Appropriate interventions will be identified, recorded and implemented by the class/subject teacher with advice from the SENDCo.
• SEN support will be recorded on an Individual Learning Plan which will identify desired outcomes and the steps needed to reach these.
• Progress towards these outcomes will be tracked and reviewed Half Termly with the parents and the pupil.
• If progress is inadequate, with parental permission, advice will be sought from the following appropriate external agencies:
1. V.I.P Education (Attendance and Educational Welfare)
2. Autism Outreach Team
3. Hearing Impairment team
4. Visual Impairment team
5. Summit Psychology Services
6. Primary District Inclusion Partnership (Primary DIP)
7. Social Services
8. School Nurse
9. Behaviour Support team
10. CAMHS (Child & Adolescent Mental Health Service)
11. For children with severe and complex needs, a request will be made to the local authority to conduct an assessment of Education, Health and Care needs. This may result in an Education, Health and Care (EHC) plan being provided.
Universal Provision – high quality teaching for all
For you child this would mean:
• the class teacher has high expectations of all his/her pupils in their care;
• teaching is built on what your child already knows, what your child can do and how they can improve;
• appropriate and effective strategies will be deployed by the class teacher to address specific needs of the pupil in order that learning is challenged and maximised;
• the class teacher will monitor your child’s progress and identify if there are any gaps in their understanding and learning. This information will be shared with the SEND team who will offer further support to ensure progress is made in line with their peers;
• parents and guardians will be informed every step of the way and information from any assessment will be shared and discussed.
Tailored Learning – specialist provision
For your child this would mean:
• intervention carried out within the classroom environment;
• small group work supported by a TA directed by the class teacher and/or the SENDCo;
• 1:1 support for specific literacy or numeracy deficits;
• 1:1 or group support for social, emotional wellbeing.
Specialist Groups (outside agencies)
This means a pupil has been identified by the SENDCo /class teacher as needing some extra specialist support from a professional outside the school. This may be from Local Authority’s central services, such as the ASD Outreach team, Behaviour Support team or Sensory Service (for students with a hearing or visual need) or the Education Psychology Service (EPS).
What could happen?
You may be asked to give your permission for the school to refer your child to a specialist professional. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.