Identification of Children with SEND

A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.

Monitoring – teachers identify pupils who are causing concern to the SENCO in termly inclusion meetings. Staff can ask the SENCO for advice at any time during the school year and will discuss their concerns with parents.  This may be recorded as a ‘short note’.

Quality first teaching – Children learn and develop in different ways.  Teachers recognise this and use different teaching styles and resources. They plan different levels of work in the classroom to cater for the various ways children learn. This is called Quality First Teaching and is something schools must provide for all children.

SEN support – Children may receive individual or group input. Some children may require an individual SEN support plan identifying individual targets. For some children, it may be necessary to make a referral to an external agency for additional advice and support. This could be from a range of sources depending on the individual needs.

Education Health Care Plans – some pupils are awarded an Education Health Care plan in consultation with the LA.  This follows a multi-agency assessment producing written documentation and reports of their findings.  These findings are taken into account and an EHC may be awarded.  Additional top up funding for individual pupils may be given to schools.

Throughout this graduated response to children’s needs, we adopt an ‘assess, plan, do, review’ cycle.

Return to the SEND Local Offer main page.