a) 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
That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning
That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn
b) Specific group work
Intervention which may be
Run in the classroom or a group room.
Run by a teacher or a Learning Support Assistant (LSA).
c) Specialist advice provided by outside agencies.
This means a pupil has been identified by the Inclusion Manager and class teacher as having needs requiring specialist advice from a professional outside the school. This may be from
Local Authority central services, such as: Education Psychology Service (EPS); Advisory Service for Autism; Behaviour Support Service; Visual/ Hearing impairment Services; Speech and Language Therapist (SALT); Occupational Therapist (OT)
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 or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
The specialist professional will assess your child to understand their needs and make recommendations as to the ways your child is given support.
d) 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 Statement of Special Educational Needs – these will be phased out from September 2014.) 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 will usually need specialist support in school from professionals outside the school. This may be from outside agencies such as the Education Psychology Service (EPS), Advisory Service for Autism, Behaviour Support Team, Visual/ Hearing impairment Services and Speech and Language Therapist (SALT)
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 SEN Panel (with evidence to support the application), 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 provide advice and evidence about your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
Predictable needs – those that the school has to manage through their SEND budget Exceptional needs – those that are considered above what the school should manage and are partly funded by the Local Authority
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 Statement or EHCP will outline the number of hours of support your child will receive from the LA, how the support should be used and what strategies must be put in place. It will also have long- and short-term outcomes for your child.
The additional adult may be used to support your child with whole class learning, run individual programs or run small groups including your child.