Children identified as having SEND receive support that is additional to the learning arrangements and differentiated approaches normally provided as part of Quality First Teaching. There are four elements to additional support for SEND children in school: Assess, Plan, Do and Review. The knowledge, views and experience of the parents/carer are vital in this process. A child is more likely to make more progress if parents and school work closely together in order to share ideas and skills to provide the best opportunities for the child.
Assess: At Ladywood we will carry out a clear analysis of the child’s needs, drawing on assessment and experience of the pupil, their progress, attainment, and, where relevant, their behaviour in comparison to their peers and national data. We will also include the views of the child and their parents and information from external services including health and care professionals.
Plan: Once the barriers to learning for a child have been identified through thorough assessment we can plan expected outcomes and the additional support, teaching strategies and interventions to enable the child to progress. These targets are set in agreement with the class teacher, child and the child’s parents at termly Pupil Progress Meetings.
Do: This is the delivery of high quality teaching and interventions. The class teachers at Ladywood remain responsible for children with SEND in their class and they work closely with other members of staff to ensure the correct support is provided to enable the children to achieve their outcomes. Class teachers are also responsible for monitoring the success of intervention strategies on a regular basis.
Review: The child’s targets are reviewed the following term at the Pupil Progress meeting to determine the success of interventions and strategies that have been put into place. A variety of assessments are use to form judgements regarding attainment including the voice of the child and their parents. At this stage the cycle starts again and new targets and outcomes are set for the following term.
The 4 part Assess, plan, Do and Review cycle takes place at least 3 times a year usually in Pupil Progress Meetings and partnership with a child’s parents/carer is vital. A child is more likely to make more progress if parents and school work closely together in order to share ideas and skills to provide the best opportunities for the child.