What is the process?

The cycle of assess – plan – do – review

The Graduated Approach

The paperwork relating to the monitoring of a child who requires additional support is referred to as The Graduated Response.

The process for implementing SEND support is arranged into four stages as outlined in the new Code of Practice and parents are kept fully informed.

Assess

When concerns arise, information is gathered from a variety of sources (teacher, pupil, parent, outside agencies) so we can develop an accurate picture of the pupils’ needs, attainment, projected targets, and motivators and how they respond to teaching approaches.

Plan

After gathering information a support plan will be put together to outline the methods that will be used to achieve specific outcomes. Short-term targets are agreed which prioritise key areas of learning that are to be addressed and ways in which the progress will be measured. If external agencies are involved, their advice and recommendations are included in the support plan. Any actions agreed take in to account pupil’s strengths as well as their learning differences. In some cases additional resources may be allocated including teaching assistant support. This support is deployed to ensure the pupil makes progress and can engage in lessons and wider school activities and develop independent learning.

Do

All pupil progress targets are an on-going plan and will be adjusted if the class teacher in discussion with the SENco/HoEP feels that the plan is not working, for whatever reason.

Review

All targets are reviewed termly. In this review all targets will be evaluated and the views of the pupil will be recorded. A further plan will then be devised, if required, to enable the pupil to achieve their next steps in learning. If a pupil has made sufficient progress the support plan will cease and the child will be closely monitored through their pupil profile and through pupil progress meetings. For children with more complex needs termly review meetings will be held with the class teacher, SENCo and any external agencies.

If your child is continuing to have significant difficulties after a period of intervention, further external expertise may be requested. An application for high needs top up funding may be made to the local authority. If a pupil is still not making progress despite having taken relevant and purposeful action over time, then parents or school can make an application to the local authority for an Education Health Care Assessment.

A request for a EHCP assessment is a legal process. The request has been made to the ‘Panel of Professionals’, with a lot of information about your child, including information from parents, they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs.

After the reports have all been sent in, another Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan.

If this is not the case, they will ask the school to continue with the current level of support.

The EHC Plan is a legal document which will outline the individual/small group support your child needs, how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child. An additional adult may be used to support your child with whole class learning, run individual programmes, run small groups including your child.

The allocation of additional support

The school budget, received from the Local Authority, includes money for supporting children with SEND. The Headteacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school. The Headteacher together with senior managers and the SENCo/HoEP discuss all the information they have about SEND in the school, including the children getting extra support already, the children needing extra support, the children who have been identified as not making as much progress as would be expected. From this information, they decide what resources/training and support is needed. The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.