Most children with SEND can be best supported inclusively through Quality First Teaching. This means:
• Personalised learning planned and delivered by the class teacher in an ordinary classroom setting.
For your child this would mean:
• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is based on building on what your child already knows, can do and can understand.
• Different ways of teaching are in place so that your child is fully involved in learning in class.
• Specific strategies (which may be suggested by the SEND Inclusion Leader or outside staff) are in place to support your
child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in
their understanding/learning and needs some extra support to help them make the best possible progress.
All children in school are entitled to this as a part of excellent classroom practice.
On occasions when a programme of study is proven to make accelerated progress we may use intervention groups, these
• A targeted programme of study designed to close gaps in learning.
• Time out of class to attend the group for a limited period of time.
For children who require specialist support, outside agencies may be involved to recommend specialist provision. These
• Local Authority central services.
• Outside agencies such as the Speech and Language Therapy (SALT) Service.
This would mean:
• You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
• You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and
Language Therapist or Educational Psychologist. This will help the school and yourself better understand your child’s particular
• The class teacher would make changes to the way your child is supported in class e.g some individual support or changing
some aspects of teaching to support them better.
• Your child may be invited to a group under the guidance of the outside professional e.g. a social skills group.
• As a school we may suggest that your child needs some agreed individual support in school. We will tell you how the support
will be used and what strategies will be put in place.
Education Health and Care Plan (Statement of Educational Needs - until September 2014)
This means your child will have been identified as needing a particularly high level of support which cannot be provided from
the budget available to the school.
Usually your child will also need specialist support in school from a professional outside the school.
For your child this would mean:
• The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a
legal process which sets out the amount of support that will be provided for your child.
• After the school have sent in the request to the Local Authority (with a lot of information about your child, including some
from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex
enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to
write a report outlining your child’s needs.
• The Statement or Education, Health and Care Plan will outline the long and short term goals for your child and the planned
provision which will best meet the child’s needs.