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a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean:
Whilst carefully monitoring each child's progress, the class teacher may identify gaps or areas of need. If this is the case, your child's class teacher will speak to you and, alongside yourself and the SENDCO, complete our 'initial concerns form'. This will confirm that everyone is in agreement that your child should be added to the SEND register. This is to ensure your child makes the best possible progress. Next steps are written as targets on your child's SMART target sheet and may result in specific group work and intervention which will be timetabled on your child's provision map.
Specific group work/Intervention which may be:
b) Specialist groups supported by outside agencies, e.g. Speech and Language therapy, Occupational Therapy etc.
SEN Code of Practice 2014: School Support (SS)
This means a pupil has been identified by the SENDCo/Inclusion Manager/class teacher as needing some extra specialist support in school from a professional outside the school.
This may be from Local Authority services, such as the ASD Outreach Team, or Behaviour Support Team, Vision Support Team, Hearing Support Team or Learning Support Team. Or outside agencies such as the Education Psychology Service (EPS), Speech and Language Therapists (SALT) or Occupational Therapists (OT).
What will this look like?
c) Specified Individual support:
This type of support is available for children whose learning needs are severe, complex and lifelong.
This is usually provided via an Education, Health and Care Plan (EHCP) or intervention funding. This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching and support within school.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Your child will also need specialist support in school from a professional outside the school. This may be from: Local Authority central services such as the ASD Outreach Team, or Behaviour Support Team, Vision Support Team, Hearing Support Team or Learning Support Team.
Outside agencies such as the Speech and Language Therapy (SALT) Service.
For your child this would mean:
The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to require 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. If they do not think your child needs this, they will ask the school to continue with the current support.
After the reports have all been sent in, the 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 (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term obectives for your child. The school will utilise these to create your child's provision map and SMART targets which will the be reviewed weekly with you and revised, as appropriate, half termly.
The additional resources stipulated on the EHCP or through intervention funding may be used to support your child with whole class learning, run individual programmes or run small groups including your child.