This should be followed as a flowchart with any concerns:
My child’s class teacher
Local Authority (LA)
The class teacher is responsible for:
- Ensuring the progress of your child and identifying, planning and delivering any additional help your child may need (this may include targeted work or additional support) and informing the Special Education Needs/Disabilities Coordinator (SENCo).
- Writing individual support plans in consultation with parents and pupils and reviewing these with parents/pupils at least once every term and planning for the next term.
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
- Ensuring all medical records are kept up-to-date for any children with medical conditions in their class.
Our school SENCo - Mrs Walker (Director of SEND) is responsible for:
- Developing and reviewing the school’s SEND policy.
- Coordinating support for children with special educational needs or disabilities (SEND).
- Ensuring that parents and carers are:
- - involved in supporting your child’s learning
- - kept informed about the support your child is getting
- - involved in reviewing how they are doing
- Liaising with outside agencies who may support in your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
- Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
- Providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible.
- Ensuring all children with medical conditions are recorded and updated as required.
Our Headteacher – Mrs Trickett (Acting) / Deputy Headteacher – Mr McClure are responsible for:
- The day to day management of all aspects of the school, this includes the support for children with SEND.
- The Headteacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
- The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEND Governor – Mr D Hickey is responsible for:
- Making sure that the necessary support is given for any child who attends the school, who has SEND.
If you have questions or concerns, please get in touch:
- School contact telephone number 01226 710329
- School email: firstname.lastname@example.org
- School twitter account(s): @MilefieldP @mfps_parents
What are the different types of support available for children in our school?
Class teacher input via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean:
• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do and can understand.
• Different ways of teaching are in place so that your child is fully involved in learning in class.
• Specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific group work (Wave Two)
Intervention which may be:
• Run in the classroom or outside.
• Run by a teacher or a Teaching assistant (TA).
Specialist groups run by outside agencies
e.G .Speech and language therapy, school transition support, educational psychologist.
Sen Support (K)
If your child is identified by the SENCo or class teacher as needing some extra specialist support in school from a professional outside the school, this will be referred to as ‘sen support-K’ and your child will have an individual support plan which will help identify and target areas of difficulty. Outside agency support may be from:
Local authority central services such as communication, interaction and access team (CIAT) (for pupils with an interaction difficulty).
Outside agencies such as the education psychology service (ECCPS).
What could happen:
You will be asked to give your permission for the school to refer your child to a specialist professional E.G: A speech and language therapist (SaLT) or educational psychologist. This will help the school and yourself understand your child’s particular needs more clearly 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.
Specified Individual support
This type of support is available for children whose learning needs are severe, complex and could be lifelong.
This has been provided via a Statement of Special Educational Needs. From September 2014, this support will be known as an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.
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 may also need specialist support in school from a professional outside the school. This may be from:
Local Authority central services such as the Educational Psychologist or Hearing Impairment Team.
Outside agencies such as the Speech and Language therapy (SALT) Service.
An annual review will be held to discuss progress towards targets and set new ones for the following year. If they are in a key transition year group (EYFS, Y2, Y6), we will hold the review earlier in the year to ensure adequate provision is in place for them to transition comfortably into their new key stage.
• 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. The school must complete an information gathering process which can take up to 6 months in order to have enough evidence to warrant a request and an EHCP.
• 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 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. 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 goals for your child.
•The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. It does not specify a designated adult to work one to one with them.
How will school let me know if they have a concern about my child?
We recognise the importance of the early identification of special educational needs to ensure pupils are fully supported in their learning.
If your child is identified as not making expected progress, the school will arrange a meeting to discuss this with you in more detail and to:
• Listen to any concerns you may have.
• Plan any additional support your child may need in a Support Plan.
• Discuss with you any referrals to outside professionals to support your child’s learning.