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, we:
- Work in close partnership with parents/carers, pupils
- Consult with relevant external agencies
- Use assessment tools & materials
- Use observations and work scrutiny
- Use Short Notes and early interventions
- Observe, identify, recognise, record and monitor poor academic progress, physical and sensory difficulties, delayed development, weak attention and focus skills, sensory difficulties and physical difficulties, emotional difficulties and poor independent learning skills.
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:
- Discuss any concerns with parents, carers and other teachers
- Assess and identify a child’s level of special educational needs – decide on course of action – short note/support plan
- Request assessment/advice form an outside agency if deemed necessary E.G. Speech & Language, OT, CAMHS, Educational Psychology
- Plan the provision (Support Plan) to meet your child’s aspirations and agreed outcomes
- Put the provision in place to meet those outcomes
- Review the support and progress – set new outcomes – termly reviews
- Gather evidence and document progress and if necessary apply for top up funding if the school feel that more resources need to be put in place to meet the pupil’s needs.
- For children with significant and complex needs, a request will be made to DCC SEND Provision for an EHCP (Education Health Care Plan) assessment
At Sedgefield Hardwick assessment is carried out and by staff who work together to moderate children’s work. This moderation is supported by the Local Authority on a regular basis. The school uses a tracking system to analyse data and to identify gaps in children’s learning and to plan appropriate intervention when required. Different children require different levels of support to diminish the difference and to achieve age related expectations.
Children/young people may join the school with parents having a clear understanding of their child’s needs and as a school we see parents as partners in their child’s educational journey. In this case we work together with parents/carers and young children/person and education, health and social care professionals to design an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/young person views are integral to this process.
School staff may initially identify a concern and the class teacher alongside the SENCO will discuss the child’s needs and a meeting with parents/carers and/or the child/young person would be arranged at the earliest opportunity. During (or just following) this meeting a Short Note would be completed with agreed outcomes for the child/young person and next steps. The plan would be actioned, assessed and reviewed. Depending on how the outcomes have been achieved, the plan may cease, or may continue to the next round of Plan, Do, Review or if there is still significant concern, next steps may require the involvement of specialist support or advice for example, Educational Psychology, SENDIASS (Parents Advice and Support Service), Cognition and Learning Team Occupational Therapy or another education health and social care professional.
It is important to understand that the involvement of professionals does not always seek to ‘label’ or ‘diagnose’ children but to seek advice or strategies to help them to reach their full potential. As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes and provision to meet those needs. Parents/carers and child/young person views are integral to 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 (EHCP).
The purpose of an EHCP is to make special educational provision to meet special educational needs of the child or young person, to secure the best possible outcomes for them across education (SEND Code of Practice p.142). It is a legal document that describes a child or young person’s special educational, health and social care needs. We currently have two EHC Plans.
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.