Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
Early Identification of Need
In deciding whether to make special education provision to support educational, social, physical or emotional needs.
Throughout our school most of the children identified with special educational needs will be supported in their learning through Quality First Teaching.
Within this process we:
- Work in partnership with parents/carers and pupils
- Use Short Notes
- Use assessment tools to inform interventions
- Use observations
- Consult with the relevant external agencies
By using this approach every child that is identified with SEN will have an individualised Support Plan that clearly describes the child’s needs, outcomes and the provisions that will be implemented to meet the needs identified. These plans are reviewed termly by the class teacher, however, the frequency of the reviews are determined by the level of the child’s needs.
Comments are recorded against each target to show the progress that has been made. If only part of the target has been achieved this will be recorded to show what is left in order for achievement. If for any reason the child has not achieved the target set then reasons for this will be discussed, then the target will be adapted into small steps or a different approach could be tried in order for the child to make progress.
Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
At St. Joseph’s Catholic Primary School, we evaluate the effectiveness of SEN provision to ensure that pupils receive the best support to meet their needs and as part of the Graduated Approach of Assess, Plan, Do and Review.
The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate. Teacher’s use assessments and observations of a child to identify, review and evaluate their needs and gaps in their learning. We look at what we can provide to meet the child’s needs and we discuss and measure the effectiveness of the interventions the children have undertaken that term. Different children will require different levels of support in order to bridge the gap to achieve age related expectations which could be on a one to one basis, with a group, run by a teacher or teaching assistant/HLTA or through peer support in and out of the class. Throughout the process, we keep an ongoing dialogue with you as parents through reviews.
As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where appropriate) views are integral to the this process.
A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.
For more detailed information see the Local Offer
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.