Some children may require learning support due to behavioural, emotional or learning-related difficulties and which may require further investigation. The school will involve parents as soon as possible to ascertain the best course of action. Often, sustained early intervention, with home support, will enable the child to make sufficient progress so that no further action will be required.
In the event that it is agreed that the child will need further support, the school’s SENCO will enter into dialogue and discussion with parents or carers and with teachers to create an ‘Individual Education Plan’ (IEP). Targets are specific to the child’s learning needs and his/her progress will be reviewed regularly against them throughout the year.The school will ensure that appropriate reasonable adjustments are made in accordance with the Equality Act 2010 and the SEND code of practice in order for pupils with SEND to have full access to all of the curriculum, making good progress across their years at the school.
Pupils with SEND have a range of different needs and starting points. Some pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory. Other pupils have starting points as high as other pupils of their age, for instance some pupils with sensory impairments.
If a child does not make sufficient progress on an IEP or has a learning need needing further intervention, the school will make recommendations to parents to seek the advice and supportof external agencies. The curriculum is then further adapted and designed to meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.The school will assist with this process and with implementing prescribed strategies to further the child’s development.
The school provides a degree of one-to-one support in addition to other forms of provision. However if the school discovers that a pupil needs a very high proportion of time in one-to-one support to make any progress, we will enter into discussions with parents about the best way forward for their child.