Support for your child

Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil's needs and of what supports the pupils in making good progress and securing good outcomes.

This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

The four stages are:

  • Assess: carry out a clear analysis of the pupil's needs
  • Plan: decide the interventions and support to be put in place as well as the expected impact on progress and a clear date for review
  • Do: the class teacher should remain responsible for working with the child on a daily basis, even where interventions involve group or one-to-one teaching
  • Review: evaluate the impact and quality of the support and interventions and listen to the views of the pupil and parents

This information will be documented on an individual Support Plan. The support plan is completed collaboratively by the child, their parent/s, class teacher and the SENCo. Regular meetings are held to discuss the effectiveness of the interventions.

Where a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil's area of need, the school should consider involving specialists, including those secured by the school itself or from outside agencies.

Local authorities are now obliged to publish a local offer with information about the available provision and how to access it. The aim of this is to make provision more responsive to the needs of young people with SEN.    

The link below gives you further information about the Cambridge local offer for children with SEND.

http://www4.cambridgeshire.gov.uk/info/20136/special_educational_needs_and_disabilities

 

Other places to look for support are:

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

http://www.pinpoint-cambs.org.uk/

http://www4.cambridgeshire.gov.uk/info/20136/special_educational_needs_and_disabilities/530/where_to_get_help_and_support/2

 

You may further advice about specific conditions from charitable societies

http://www.bdadyslexia.org.uk/

http://www.autism.org.uk/

 

The DfE has issued a letter to parents about the SEN reform. A section on SEN support explains the changes as follows:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301837/SEND_reforms_-_letter_for_parents.pdf

For children with less complex needs but who still require help, we are introducing a new system called SEN support which replaces School Action and School Action Plus (and the equivalent in nurseries). It will also be available in colleges.

The process will be similar but it will be less about counting the hours or resources given to your child at nursery, school or college and more about what your child has achieved as a result.

To document additional/peronsalised support in school we use the templates below.  Underneath these templates you will also find our support handbook.

  1. Support at Caldecote handbook
  2. Support Plan KS1
  3. Support Plan KS2

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