SEND support

Teachers review all children's progress six times a year with the senior leadership team and where necessary the SENCO/Inclusion Lead.

Whenever a child's progress is not what we would expect teachers will put in place measures to help them achieve. This is good day to day teaching and will often not require any meetings with parents. 

If a teacher feels that there is a significant gap in a child's knowlegde however, that is stopping them from making sufficent progress in a subject, the school will work in partnership with parents to put in place the right support.

This means that you and your child can expect:
  • A meeting to discuss the area of need
  • A 'bundle' plan will be put in place that will outline interventions and support that we believe will help the child make better progress - this type of SEND support will often involve groups of pupils working on individual targets
  • A copy of a 'Bundle' plan idenfiying the target, intervention and review date. 
  • A termly review meeting with the teacher and teaching partner (TP) to look at progress and idenifty any next steps. 
When your child has made suffiecent progress in this area the 'bundle' support may stop. The teacher will always carefully review future progress and put in place any support needed and where necessary meet with parents to discuss this further. 

If a child is not making sufficent progress and the teacher feels this may be becuase they have a learning difficulty, they will meet with the SENCO/Inlcusion leader to explore this further. The SENCO/Inlcusion leader will put in place some observations and may do some one to one investigations with the child to get  a clear picture of the child's needs.

Teachers and the SENCO/Inclusion leader will also meet with parents/carers to get their perspective and share their observations about the child's learning. Likewise, if parents have a concern they can meet with the teacher and/or the SENCO/inclusion leader to fill in a 'nature of conern' form that will help us to explore further the needs of the cihild.

If  we all feel that a child has a specific learning need parents can expect:

  • A 'personal provision plan' will be put in place that will outline interventions and support that we believe will help the child make better progress - this type of SEND support may involve children working in groups as well as one to one support as appropriate
  • If appropriate, the involvment of external agencies (educational psychologist, therapists) to make further recommendations and in some cases carry out support. 
  • A copy of  the 'personal provision plan' idenfiying the target, interventions and review date. 
  • A termly review meeting with the teacher, teaching partner (TP) and SENCO/Inclusion leader to look at progress and idenifty any next steps. 
It is likely that this level of support will be long-term and progress expectations will be carefully mapped out in relation to the nature of support the child is receiving. 

If a child has complex learning needs the school may request an external 'assessment of need' through the local authority to determine if a 'education, health and care plan' (EHC) would further support the child's development. 
 
We always seek the views of parents and carers when discussing a child's needs. Parents and carers will be asked to complete a 'concern form' that helps to give us their perspective. Any parent or carer is welcome to download one of these forms and complete it before meeting with the class teacher of Mrs Sewell.