Frequently Asked Questions
What should I do if I think my child needs extra support?
At St Patrick’s Catholic Primary School, teaching is good across all stages. All pupils have access to Quality First Teaching within the classroom. All learners are included in a stimulating learning environment, which is differentiated to meet wide ranging needs. This differentiation can involve diverse techniques, different expected outcomes, various ways of recording or accessing information and multi-sensory teaching approaches.
The Quality First Teaching approach is offered across the wide range of subjects that are covered within the school curriculum and each year group follows their own individual long term map.
All children access this provision on a daily basis to enable them to make progress as individuals. If you feel your child needs extra support in a particular area, you should approach the class teacher to discuss this.
How do you identify Special Educational Needs or a Disability?
The Department for Education published an updated Code of Practice for Special Educational Needs and Disability in July 2014. This included the following definition:
A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. (SEN COP 2014)
SEN SUPPORT
If a class teacher feels that a child is not making good progress despite differentiated work in class within the Quality First Teaching Approach, further evidence will be gathered. This will involve consultation with Parents and other school staff, including the Inclusion Manager. If it is felt that a higher level of intervention and support is needed, with parental consent the child’s name will be placed on the school’s Special Educational Needs Register by the Inclusion Manager. This initial stage is called SEN Support.
Children on SEN Support will access further provision and interventions outside usual classroom differentiation, to enable them to make progress. These interventions will be recorded on a Provision Map. Interventions are in place in order to accelerate progress in a specific area.
Some of the children on SEN Support will require a higher level of intervention than others, and advice from external agencies may be sought. For these children, an Additional Needs Plan will be produced, with individual targets. An ANP details the child’s successes, needs and access arrangements. Targets will be set and reviewed termly with the child, Parents, Class Teacher and Inclusion Manager. External agencies may be involved in the target setting and reviewing process.
EDUCATION, HEALTH AND CARE PLAN
If it is felt by all parties involved at SEN Support that the child would benefit from resources and support which cannot be funded through the school’s budget, the process of formal assessment will begin. Evidence will be collated from all parties and recorded on a My Support Plan, it will then be submitted to a Local Authority moderating panel, where a decision will be made as to whether the child will be put forward for statutory assessment or not.
How do you assess and record the progress made by children with a Special Educational Need?
Formal and Informal Assessments
Through the Quality First Teaching Approach, teachers assess the progress made by all children on a daily basis, through their understanding shown in class, the work they produce, and through detailed marking.
More formal teacher assessments are made termly and are monitored by the school’s tracking system. This helps identify any children who are not making expected progress and who may benefit from further support and interventions.
Provision Maps
Provision Maps identify any further provision offered by the class teacher and teaching assistant alongside their usual lessons. This provision may occur in small groups or one to one with an adult.
Provision maps are reviewed each term by the class teacher. Class teachers have responsibility for creating, reviewing, assessing and updating their Year group Provision Map. A level descriptor is recorded at the beginning and end of the term, to monitor the child’s progress and the success of the intervention. Children may begin a new intervention at any time in the term if it is felt that it would enhance their learning. Further information can be made available for parents on request.
Additional Needs Plan
Children on an Additional needs plan are closely monitored. Targets will be set and reviewed termly with the child, Parents, Class Teacher and Inclusion Manager so that progress can be checked and monitored. Outside agencies may be involved in the target setting and reviewing process.
My Support Plan and EHCP Request If it is felt by all parties involved at SEN Support that the child would benefit from resources and support which cannot be funded through the school’s budget, the process of formal assessment will begin. School will then begin a My Support Plan for a child . A My Support Plan records the views and aspirations of the child and their family as well as detailed summary of their specific needs. Targets and provision are recorded in greater depth and costings of these too. Evidence will be collated from all parties and added to this plan which will then be submitted with a request form to a Local Authority moderating panel, where a decision will be made as to whether the child will be put forward for statutory assessment or not. A My Support Plan will be reviewed with parents, Inclusion Manager and external agencies termly.
Education, Health and Care Plan
If an EHC Plan has been provided by the Local Authority, this will be reviewed each year at an Annual Review Meeting. This will involve the child, Parents, Class Teacher, Support Staff, SENCO and Outside Agencies meeting to discuss the progress made towards the long and short term outcomes.