What types of special needs support are available for my child in school?

  • The teacher has the highest possible expectations for your child and all pupils in their class.
  • 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. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO 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 a gap in their understanding/learning and needs some extra support to help them make the best possible progress.

 

Some pupils may need further small group support and parents will be informed via the class teacher and / or SENCo

Specific group work in a smaller group of children:

These groups, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Teaching Assistant who has had training to run these groups.

The group may target maths or literacy skills and progress will be monitored each term.

  

The school will have a Provision Map in place which outlines what support is being offered across the school – who, how often, when and where.

Data will be analysed in pupil progress meetings

Regular assessment is used to monitor progress

Sharing of information at Parent Consultation evenings.

Termly reports

Intervention programmes may be in place.

   Individual profile may be in place.

 

Specialist support from outside agencies such as Speech and Language Therapy (SALT) Service, County Inclusion Resource, Occupational Therapy

Your child may have needs which cannot be met by Quality First Teaching alone, or intervention groups which mean they have been identified by the class teacher/SENCO as needing some extra specialist support or advice in school from a professional outside the school. They will not need a statement or an Education Health and Care plan (EHC) but will benefit from outside expertise. This may be from:

  •  Local Authority central services such as the Advisory Teachers for SEN, CIR Outreach Team, Educational Psychologists or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/SENCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • 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 understand your child’s particular needs better and be able to support them better in school. The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making 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
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g. a social skills group
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

It should be noted that some services such as the Educational Psychologist Service have a core offer and do not accept all the pupils referred to them by the school.

Specified Individual support for your child of more than 20 hours in school

This is usually provided via an Education, Health and Care Plan (EHCP), formerly a Statement of Special Educational Needs .This means your child will have been identified by the class teacher and SENCo as needing a particularly high level of individual or small group teaching (more than 20 hours a week), 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. This may be from:

·         Local Authority central services such as the CIR Outreach Team or Sensory Service ( for students with a hearing or visual need)

·         Outside agencies such as the Speech and Language therapy (SALT) Service.

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. If they do not think your child needs this, they will ask the school to continue with the support they are giving.

·         After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the current support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

·         The EHC Plan will outline the support your child will need, specify support hours and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.

·         If additional adult support is recommended the adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

·         Severe, complex and lifelong

·         Need more than 20 hours of support in school