Any children whom we feel may require extra support to achieve their potential or remove any barriers to learning are quickly identified and appropriate support is implemented. Any extra support that is required is discussed with the child and their parents. If it is felt appropriate, the class teacher may involve the SENCO who in turn may seek advice from outside agencies at a later stage.
At St Benet’s RC Primary School, we follow a graduated support approach which is called “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
The class teacher, working with the SENCO, will identify the pupil’s needs. Where appropriate, professionals will help to inform the assessment. Parents will be asked to contribute to the assessment.
Parents will be formally notified about any initial concerns during a consultation meeting and will be involved in in subsequent meetings to discuss the progress their child has made. Interventions will be recorded on the school provision map and targets set on the child’s Support Plan
The class teacher will remain responsible for working with the pupil on a daily basis and retain responsibility for their progress and outcomes. The class or subject teacher will plan and assess the impact of support and interventions with any teaching assistants or specialist staff involved. The SENCO will support the above.
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed on the agreed date. Reviews will be held with parents at least three times per year. The class teacher, working with the SENCO if needed, will revise the support in light of the pupil’s progress. If a pupil does not make expected progress over a sustained period of time school will consider involving specialists.