SEND support in schools
Gascoigne School constantly assesses every child’s attainment and progress. If we become concerned that your child is making less than expected progress then their teacher will adapt their teaching to target the areas of weakness.
Where progress continues to be less than expected the class teacher will do the following:
All this information forms part of an initial assessment and will help us to:
While making these assessments and plans the teacher will continue to put in place extra teaching or other interventions designed to achieve better progress. Your child’s response to such support can help identify their particular needs.
For some children, SEN can be identified at an early age. However, for other children and young people difficulties become evident only as they develop. If your child is identified as having SEN, we will take action to remove barriers to learning and put effective special educational provision in place. This SEN support will take the form of a four-part cycle known as the graduated approach.
The Graduated Approach
The initial assessments will be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect is developed. For some types of SEN, the way in which a pupil responds to an intervention can be the most reliable method of developing a more accurate picture of need.
The teacher and the SENCO will agree with the you and your child the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This will be recorded on your child’s ‘Student Passport’.
The identified strategies will be put in place. The class teacher will remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they will work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The effectiveness of the support and interventions and their impact on your child’s progress will be reviewed regularly. This contributes to more detailed assessment of their needs and the cycle starts again.
This four-part cycle through which earlier decisions and actions are revisited, refined and revised gives a growing understanding of your child’s needs and of what supports him/her in making good progress and securing good outcomes. Throughout the cycle we may also draw on more specialist expertise to help achieve the best outcomes (see Question 5).
If this cycle of assessment and support does not lead to expected outcomes for your child and they continue to have significant difficulties, then you and the school may decide to request an Education, Health and Care Plan. The decision to issue an Education, Health and Care Plan is made by the local authority.