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How effective is the School's provision for children with special educational needs?

  • During the academic year 2016-2017, an independent audit was carried out and the school has made great strides to update all policies and practices.

    • The School has a robust policy for special educational needs. The policy is implemented by all members of staff and its effectiveness is monitored and evaluated by the Governing Body on an annual basis. The SENCO regularly feeds back to Governors, enabling up to date general information on the progress of children with SEN and the provision made for them to be shared with the whole governing body.       Information from parental questionnaires and children's comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources. This will also help us to ensure that we make the necessary developments to ensure we have used our best endeavours to minimalise the gaps in our provision for children with SEND.

    What support is available for children / young people with SEND?

    • Differentiated first quality teaching
    • Small group work and 1:1 support is available
    • Booster groups
    • Individualised support programmes e.g. physio, speech and language
    • Targeted TA support running specific programmes of need e.g. Read Write Ink, Jump Ahead, Dyslexia Programmes, Maths Programmes, Lego Therapy, Special Friends (A programme for children with ASD to work on Social Skills), Music interaction.


  • Meeting the needs of pupils with SEND

    When it is evident that a pupil will require higher levels and more tailored support than is available from everyday teaching we will offer Additional SEND Support.

     Parents will be formally notified that their child will receive this additional support and placed on the SEND register where his/her progress and provision can be monitored more closely.



    The register provides an updated record of all pupils receiving additional SEN support so that:

  • Progress and achievements of pupils with SEND can be more closely monitored.
  • There is an overview of the range and level of need across the school.
  • School provision reflects and is responsive to current profile of need. 
  • Close monitoring of this register also provides evidence to show impact of the school provision for pupils with additional needs.


    Once identified as requiring additional SEND support, pupils will receive a planned package of support to remove barriers to learning and put in effective special educational provision. This will be managed through a four part cycle of assessment, planning, intervention and review.  This cycle is known as the Graduated Response and follows the model described in the SEN Code of Practice.  It will enable a growing understanding of the pupils’ needs and the nature of support the pupil will need to make good progress and secure positive outcomes.  Depending on the need of each pupil, successive cycles will draw on more detailed approaches, more frequent review and more specialist expertise.


    The Graduated Response:


    Once a child has been identified as having SEND, requiring additional SEND support, a more detailed assessment of the pupil’s needs will be carried out. Support will be put in place as follows:

    • The class teacher will remain responsible and accountable for the progress and development of the pupil.       They will continue to provide high quality teaching and learning opportunities that are differentiated to the needs of the individual pupils.
    • The class teacher and SENCO will meet to discuss the individual needs of the child and to discuss possible strategies and intervention programmes to support the child on a half-termly/termly basis.
    • The teacher/SENCO will meet with the parents of the child, along with the child, to discuss and agree the strategies to be used in school and strategies that could be used at home. This will be recorded on a Personal Profile (Individual Education Plan – IEP – see Appendix 6). This will be reviewed on a termly basis.
    • It may draw on assessments and reports from external agencies involved with the pupil such as speech and language therapist.
    • The SENCO may also carry out more diagnostic assessments of needs in key areas of difficulties.


    Each pupil’s difficulties will be considered against the four broad areas of needs:

    • Communication and interaction
    • Cognition and Learning
    • Social, Emotional and mental health difficulties
    • Sensory and/or physical needs

    The school recognises that it is highly likely that the needs of individual pupils will overlap across one or more of these areas of need or that needs may change over time.

     The comprehensive assessment will give a detailed picture of each child’s strengths and their primary and secondary special needs.



    The school will use the information from the assessment to draw up a plan to show the support that will be offered. The plan will:


    • Be outcome focused with the desired benefit or difference from any intervention is clearly identified and to support the evaluation of any impact of any provision.
    • Outline a range of additional interventions and approaches that will be made available to support progress towards these outcomes.       The full range of additional interventions are set out on our school provision map and can be read as Appendices 2 and 8 to our SEND policy.
    • Highlight the ways parents can be involved to reinforce and contribute to progress outside of school.
    • Give details of the role and input of external agencies when they are involved with a pupil.
    • Be recorded on Personal Profile Plans (Individual Educational Plans – IEP’s) or in our individual pupils SEND Spidergram and One Page Profile.       (See Appendices 7 and 9)
    • Be shared with all key teachers and support staff so that they are fully aware of the outcomes sought, the support on offer and any particular teaching strategies and approaches that have been agreed.
    • The SENCO will deploy appropriate support through intervention programmes or individual support from trained/specialist Teaching Assistants and will monitor the quality of that provision.
    • Regular feedback between class teacher and intervention staff will ensure continuity in learning for the child.
    • The SENCO will keep records of the progress made through interventions and will track the cost of these.
    • The class teacher will use formative assessment strategies to monitor progress made towards Personal Profile (IEP) targets and adapt where necessary. This will take place monthly.

     Parents will receive a copy of this plan which will clearly show the period it covers and when it will be reviewed.



    Class teachers, with the support of the SENCO will take the responsibility for overseeing the implementation of the plan. This will ensure that the additional support offered is linked closely to the general curriculum offer and maximise the opportunities to reinforce and consolidate key skills within the context of the class.

    This will be particularly important when the intervention takes place outside of the classroom.   There will be regular liaison and feedback with staff delivering interventions so that any required refinement of the support can be managed promptly.  This will ensure continuity in learning for the child.

    The SENCO will keep records of the progress made through interventions and will track the cost of these.



    The impact of any additional support offered will be reviewed at least termly. Parents will be invited to attend along with pupils when this is appropriate. 

    Depending on the level and complexity of need this review may be included in the general school cycle of parental consultation meetings.

    Where the pupils’ needs are more complex and they receive support from a range of specialist agencies a separate review meeting will be arranged so that all key parties can contribute. 

    At the review the following will be considered:

    • Impact of each element of the intervention towards the identified outcomes.
    • Pupils’ response to the support and view of their progress where this is applicable.
    • Views of parents and specialist agencies.
    • Next steps with refinement and adjustments to the support offered as required.


    Where progress has been limited, further analysis and assessments will be made to ensure the provision offered matches the nature and level of needs. Where adaptations are required the SENCO and class teacher will discuss these and make adjustments to the provisions.  If may be decided that further investigation is required by the school SENCO in identifying specific difficulties whereby in-school assessments will be used. 

    If not already involved and with the agreement of parents, the SENCO will make a referral to an external specialist agency. A CAF may also be raised by the SENCO or School Welfare Officer, especially where an assessment for an EHCP is requested.

    All forms of intervention begin with an entry assessment and end with an exit assessment allowing for direct comparison, thus enabling the SENCO to measure the impact of interventions on the progress of children undertaking the intervention.

    A Full list of external agencies the school uses to support the progress and welfare of pupils with SEN is included in Appendix 3 of the School’s SEND Disability Policy 2016