For advice and support, please always contact the school in the first instance. Mrs Higgins, our SENCo, will be happy to speak with you on the telephone or in person.
If you are not satisfied with our response, or require further information, please contact SENDIASS. The team is available from 8:45am to 5:00pm, Monday to Friday.
The progress of every child is monitored through termly meetings with the Head Teacher/Deputy Head Teacher. Where a child is identified as not making progress despite Quality First Teaching, an additional meeting will take place with the SENCo where a plan of action is agreed (provision map targets); this does not automatically mean the child will be put on the SEN register but that a concern has been identified and careful monitoring is taking place of additional support being used to address this.
Teachers are continually monitoring children’s learning and progress. If they observe that a child, as recommended by the 2015 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause.
This can be characterised by progress which
• is significantly slower than that of their peers starting from the same baseline
• fails to match or better the child’s previous rate of progress
• fails to close the attainment gap between the child and their peers
• widens the attainment gap
In this instance the teacher will meet informally with the child and also with the parent/carer to gather views and complete an Initial Concerns Checklist. The completed checklist will then be shared with the SENCo in order to consider a potential Special Educational Need.
Once a child has been identified as having SEN, the class teacher, in consultation with the parent, pupil and SENCo, will agree the desired outcomes, adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour. This information will be recorded on a one page profile or the class Provision Map and a review date will be set.
The class teacher remains responsible for the child’s provision on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or teacher, they still retain responsibility for the pupil. It is the class teacher’s responsibility to work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and to link them to classroom teaching. The SENCo is responsible for supporting the teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
The effectiveness of the support and interventions and their impact on the pupil’s progress must be reviewed in line with the agreed date. The impact and quality of the support and interventions must be evaluated and recorded on an individual SEN Review Plan. This is done on a termly basis, along with the views of the pupil and their parents. This information will feed back into the analysis of the pupil’s needs; enabling the class teacher, with the support of the SENCo where necessary, to revise the support in light of the pupil’s progress and development, deciding on any changes to the support or outcomes in consultation with the parent and pupil. Parents will be given clear information about the impact of the support and intervention provided. They will be invited to review progress against the agreed outcomes and contribute to planning next steps at least termly.
If children fail to make progress, in spite of high quality, targeted support at SEN level of support, it may be appropriate to make an application to the Local Authority for an assessment for an EHC Plan.
An EHC Plan may be requested, for example;
- When a child with SEN is Looked After and therefore additionally vulnerable
- A child has a disability which is complex or lifelong and means that they are likely to always need a high level of additional support in order to access the curriculum and to learn effectively
- The child’s achievements are so far below their peers that he/she may, at some point, benefit from special school provision. It is important to note that having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child is eligible for a Statutory Assessment for an EHC Plan.
Learners of EAL make the best progress within a whole-school context where pupils are educated with their peers. Children and young people learn best when they feel secure and valued – at Gunter we should focus on the positive contributions made by pupils who speak English as an additional language. Provision needs to be based on a meaningful assessment of pupils’ prior knowledge and experience as well as language skills.
Bilingualism confers intellectual advantages - once children have developed cognitive and academic language, they can transfer much of this learning to additional languages. Children benefit enormously if they are given opportunities to continue to develop their first language alongside English. Children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging. Developing partnerships with parents, carers and communities is essential if children are to achieve their potential.
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