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Identification, Assessment and Provision
A clear and defined system for identifying and acting upon SEND is set out in the New Code of Practice (September 2014) on the identification and assessment of special educational needs and disabilities; this establishes a three stage graduated response. We have adopted the approach set out in the New Code of Practice and through Essex
High Quality Teaching (HQT)
In the first instance all children’s needs should be met in class through HQT which seeks to do the following: engage and support and support the pupils’; build on pupils’ prior learning and respond appropriately to the ‘pupil voice’; build from the skilful design of learning, constructed as children and young people progress in their learning; involve a curriculum that is methodically constructed and renewed to deliver small and efficient steps of progression.
Provision is based on a four part cycle: Assess, Plan, Do, Review through school monitoring systems. This is the essential foundation of all teaching, assessment and intervention for all pupils at this and each stage which follows.
Additional School Intervention and Support (ASIS)
An assessment and intervention process which is usually co-ordinated by the SENCo working alongside other school staff. Interventions at this stage will be additional to those provided through classroom support and include a One Plan with termly outcomes for each child to reach. This is part of the One Planning process which will be used to gather and record evidence throughout the school that can further inform the Assess, Plan, Do, Review approach.
The Inclusion Leader will monitor and review the action and discuss with parents, teachers and children as appropriate. To support this process, the school may wish to ask for support from other agencies to help them with assessment and intervention for pupils at this stage.
This stage of intervention is what previously was broadly classified as School Action and School Action Plus. Should the child still not be making adequate progress and is falling further behind his/her peers, the child will be placed on High Needs.
High Needs Provision (HNP)
This is generally characterised by the school requesting the further involvement of relevant external services (Educational Psychologist, Speech Therapy, Specialist Teachers, etc) in more detailed assessment and development of intervention programmes for a pupil.
This level of intervention is for pupils with more complex and/or enduring difficulties and whose progress is considered insufficient, despite carefully planned interventions at the previous levels. We will generally only seek extra provision beyond our own resources or an assessment for an Education, Health and Care Plan (EHCP), where when there is clear evidence that the appropriate intervention, as described above and in the Provision Guidance, has been put in place and reviewed at the previous levels of the graduated response.
Based on the evidence the Local Authority can provide an EHCP, where the child receives additional adult support / funding within the school setting.
Access to the Curriculum and Integration
It is recognised that support within the classroom is desirable and inclusive, but there are circumstances when withdrawal will be more beneficial for the child and will be used at the school’s professional discretion. We aim for integration through quality first teaching: class teachers are responsible for their own organisation and teaching styles but all recognise the need for this overriding approach that is accommodating of all.