When a key worker, class teacher or the SENCo identifies a child with SEND the class teacher should provide interventions that are additional to or different from those provided as part of the school or setting’s usual differentiated curriculum offer and strategies.
The basis for intervention through SEN support could be the teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:
- Makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness.
- Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas.
- Presents persistent emotional or behavioural difficulties which are not made better by the behaviour management techniques usually employed in the school.
- Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
- Has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum.
The school or setting has a duty to inform the child’s parents that special educational provision is being made for the child because the child has SEND.
The key worker/class teacher should draw up a plan for the pupil and will discuss the plan with the parent. The name of this plan can be different in different schools and settings, however every plan should set out:
- The child’s difficulties.
- Short term targets for them to achieve.
- Details of who will work with the child and what materials might be needed.
- When the plan will be reviewed.
Plans should be reviewed at least three times a year and possibly more frequently for some children. At least one review in the year could coincide with a routine Parents’ Evening, although schools and settings should recognise that some parents will prefer a private meeting. Reviews need not be formal, but parents’ views on the child’s progress should be sought and they should be consulted as part of the review process. Schools and settings should encourage parents to make their views known.
Wherever possible, the child should also take part in the review process and be involved in setting the targets. If the child is not involved in the review, their ascertainable views should be considered in any discussion. You may be given some tasks to do at home with your son or daughter as part of the plan.
What happens if my child or young person continues not to make progress?
If your child is at the SEN Support stage but despite the actions taken by the school or setting, continues not to make progress, then as well as these actions, your child should be accessing support from outside agencies alongside the school.
Each local authority has professionals from different ‘specialisms’ and they work as multi-agency teams with the schools.
These could be (depending on the child’s needs):
- An Educational Psychologist
- Specialist Advisory Teachers
- Other health professionals
The different professionals meet regularly with the SENCo’s at their schools. They will work closely with the school staff to provide advice to the school on how to work with individual pupils; they may provide an additional specialist assessment or they may work directly with the child. They will suggest new targets for the child or young person’s plan. This plan is called a SEND Support Provision Plan (SSPP).