How will the school know that my child has special needs and what will the school do to support my child?
After the initial meeting with a parent about issues that have been raised either by the parent or by the school, there will be a meeting about the types of support, strategies or interventions that can be deployed by the school to achieve an agreed goal. The strategies etc may be one or a mix of the following:
Adult observations with an agreed time limit – this could be undertaken by one or a number of adults in the school e.g. Class Teacher, SENDCo, Teaching Assistants (TA’s) or midday supervisors.
Monitoring of data against targets
Counselling with the pupil by the Class Teacher or by our trained ELSA co-ordinator (Mrs Everett). This could provide insight into underlying issues which affect learning e.g. emotional, social, physical or academic.
The school will use a number of strategies to support your child in school. The school follows the recommended strategy of assess, plan, do, review which has been advised in the SEND Code of Practice 2014. The Class Teacher will monitor and review progress through the year. There will also be review meetings with the Senior Management Team (SMT). These reviews will be termly and look at the progress being made and if additional/different support could be required. At reviews it can also be suggest that Outside Agencies e.g. Speech and Language Therapist, be contacted to give further support to your child and the school.
See Appendix for a diagram to show in more detail the plan do review cycle.