The method we use to identify and then meet a child's learning needs follows a graduated approach:
Quality First Teaching
Each pupil's education will be planned for by the Class Teacher as part of Quality First Teaching. It will be differentiated accordingly to suit the pupil's individual needs. This may include additional general support by the Class Teacher or Learning Support Assistants in class.
Additional Needs - School Response
If a pupil’s needs relate to more specific areas of their education such as spelling, handwriting, numeracy or literacy skills then the pupil may be placed in a small focus group to meet their needs. This may be run by the teacher or Learning Support Assistant. The length of time of the intervention may vary according to need but will be monitored regularly. Interventions will be reviewed by the SENDCO to establish the effectiveness of the provision and to inform future planning. We shall monitor children at this point by adding them to our SEND register at the level of School Response. Regular meetings will be held between parents, the Class Teacher and the SENDCO to review progress.
Higher Needs - Formal Response
If a pupil has higher level needs we shall ask for more specialist advice from other agencies such as Rotherham Learning Support Service, Educational Psychologist, Speech and Language Therapy or Child and Adolescent Mental Health Service (CAMHS). We shall monitor children at this level by creating an individual education plan (IEP). They shall be recorded on our SEND register at the level of Formal Response. Regular meetings will be held between parents, the class teacher, the SENDCO and any other external support to review progress.
If a pupil’s needs are more complex an assessment of educational, health and care needs may be undertaken by the authority and an Educational Health Care Plan (EHCP) will be written. This is developed in collaboration with the child, family and other relevant professionals.