Special Educational Needs and Disabilities (SEND): School Support
“High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.”
Special Educational Needs Code of Practice6.37
This page sets out the many different ways in which students who have or may have special educational needs are supported in school at Chesterton.
Excellent targeted classroom teaching by subject teachers, also known as ‘Quality First Teaching’
- All students should be getting this in school as part of excellent classroom practice. It means that:
- all teachers have the highest possible expectations for all students in their class.
- all teaching is based on building on what each student already knows, can do and can understand;
- different ways of teaching are in place so that every student is fully involved in learning in class. This may involve things like using more practical learning;
- all teachers carefully check on every student’s progress. This enables them to identify any gaps or difficulties in understanding or learning which may be overcome with extra support to help them make the best possible progress;
- specific strategies (suggested by the SEN specialist or outside professionals) are in place to support the learning of each student to meet their special educational needs as required.
Targeted group work
This type of support is available for any student who has specific gaps in their understanding of a particular subject or area of learning. Students are:
- taught in small groups, also known as Intervention groups, either in the classroom or elsewhere, which are run by a SEN teacher or a Progress Support Worker who has been trained to run an Intervention group;
- supported to work towards specific targets which will enable them to make progress.
Specialist support involving professionals from outside the school
- This type of support is available for any student who has been identified by the SEN specialist or SENCO (sometimes as a result of parents, carers or students themselves sharing information or raising concerns) as having specific barriers to learning that cannot be overcome through Quality First teaching and Intervention groups alone, meaning that they require additional specialist support in school. This specialist support will come from a professional from outside the school, such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need) or the Speech and Language Therapy (SALT) Service. The processes by which this level of support is obtained in school are as follows
- parents or carers will be asked to come to a meeting to discuss the student’s progress and help plan possible ways forward;
- parents or carers may be asked to give permission for the school to refer the student to a specialist professional such as a Speech and Language Therapist or an Educational Psychologist. This will help the school and parents, carers and the students themselves understand the student’s particular needs better and be able to support them more effectively;
- the specialist professional will work with the student to understand their needs and make recommendations, which may include:
- making changes to the way the student is supported in class such as giving some individual support or changing some aspects of teaching to support them better,
- support for setting better targets based on the outside professional’s specific expertise,
- a group run by school staff under the guidance of the outside professional such as a social skills group,
- group or individual work with the outside professional;
- the school may suggest that the student needs some agreed individual support in school. The school will tell the student and their parents or carers how the support will be used and what strategies will be put in place.
Specified Individual Support
This type of support is available for students whose learning needs are severe, complex and lifelong. It is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means the student will have been identified by the Local Authority as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school. Usually the student will also need specialist support in school from a professional from outside the school such as the ASD Outreach Team, the Sensory Service (for students with a hearing or visual need), the Speech and Language Therapy (SALT) Service or the Locality Team. The processes by which this level of support is obtained in school are as follows:
- the school or a parent or carer can request that the Local Authority carries out a statutory assessment of the student’s needs. This is a legal process which sets out the amount of support that will be provided;
- after the school has sent in the request to the Local Authority (together with all relevant information about the student, including some from the parents or carers and the student themselves), they will decide whether they think the student’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask parents and carers and all professionals involved with the student to write a report outlining the student’s needs. If they do not think the student needs a statutory assessment, they will ask the school to continue with the support interventions;
- after the reports have all been sent in, the Local Authority will decide if the student’s needs are severe, complex and lifelong and whether they need further support in school to make good progress. If this is the case they will write an Education Health and Care Plan (this used to be called a Statement of Special Educational Needs). If this is not the case, they will ask the school to continue with the support interventions and also set up a meeting in school to ensure a plan is in place to enable the student to make as much progress as possible;
- the Statement or EHC Plan will outline the number of hours of individual or small group support the student will receive from the Local Authority and how the support should be used and what strategies must be put in place. It will also set long and short term goals for the student;
- the additional hours may be used to support the student with whole class learning, run individual programmes or run small groups which the student attends.