Identification, Assessment and Provision
A clear and defined system for identifying and acting upon SEN is set out in the New Code of Practice (September 2001) on the identification and assessment of special educational needs; this establishes a four stage approach. We have adopted the approach set out in the code.
Pupils’ needs should be met in class through grouping and differentiation of work set and by working at their own pace. Should the progress of these pupils begin to fall more than a year below their chronological age in Literacy and/or Maths, the class teacher, the Special Educational Needs Co-ordinator (SENCO) and parents would discuss the need for the child to be first placed on School Action.
School Action (SA)
At this stage, the class teacher, together with SENCO, must devise interventions additional to or different from those provided as part of the school’s usual differentiated curriculum. These interventions include: an IEP (Individual Education Plan) is written to set termly targets for each child to reach; SENCO to plan future interventions for child in discussion with colleagues; SENCO to monitor and review the action and discuss with parents/teachers.
Should the child still fail to make adequate progress and is falling further and further behind his/her peers, the child will be placed on School Action Plus.
School Action Plus (SA+)
This is when the SENCO and class teacher, in consultation with the parents, ask for help from external services (Educational Psychologist, Speech Therapy, Specialist Teachers etc.). Support and advice is then provided by one or more of these services. Additional or different strategies to those at School Action are put in place to aid the child’s learning and an IEP will be written and reviewed termly with the class teacher and parents. The SENCO carries out any further assessment of the child, future interventions planned for and monitoring/reviewing of the action taken is continued throughout the term.
A Statement for SEN
If, after extensive support at School Action Plus, a child is not making the expected progress, then a Statutory Assessment of the child’s needs is made by the school, together with further advice from advisory specialists, other agencies and the Educational Psychologist. Based on this evidence, the local authority can provide a Statement for Special Educational Needs, where the child receives additional adult support/funding within the school setting.
Access to the Curriculum and Integration
It is recognised that support within the classroom has its place, as does withdrawal in certain circumstances. We aim for integration in all areas as far as is reasonably practicable, as regular withdrawal will affect access to the curriculum. Class teachers are responsible for their own organisation and teaching styles but it is recognised that differentiation of work will be a necessary tool for the accommodating of children with SEN in the classroom.
Record Keeping and Assessment
Assessment and record keeping procedures aim to ensure that pupils with SEN are working at the appropriate levels for any given Attainment Target and Programme of Study. Information about the progress of individual pupils is passed on from teacher to teacher, and to parents.
An Individual Education Plan is used as a continual assessment tool once the initial assessment has been undertaken. It provides the teacher and other agencies with a record of what the child can achieve. Individual statements are graded in small steps so that areas which the pupil with SEN needs to cover are easily identifiable. Further diagnostic tests may be carried out from time to time. All pupils on the School Action have their section in a file, containing individual Schemes of Work, further test results, recommendations and, sometimes, samples of the pupil’s work as various objectives are met.
Gifted and Talented Support
The children who are the most able in their field are offered support in school to ensure they continue to progress. Most of the academic support is offered in classtime through differentiated activities and adult support. Sometimes we ask the most able children to support those less able as research shows it is the best way to reinforce their own understanding.
In some cases, extra curricular activities may be offered such as Master Classes at a secondary school, workshops with other highly able children from other schools, or through clubs at school. Parents will be made aware if their children are considered to be Gifted or Talented.