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SEN Support


Where it is determined that a pupil does have SEN, parents will be formally
advised of this and the decision will be made to add the child to the SEN
register. The aim of formally identifying a pupil with SEN is to help school
ensure that effective provision is put in place and so remove barriers to
The support provided consists of a four
part process:
  • Assess
  • Plan
  • Do
  • Review
This is an ongoing cycle to enable the provision to be refined and revised as the
understanding of the needs of the pupil grows. This cycle enables the
identification of those interventions which are the most effective in
supporting the pupil to achieve good progress and outcomes.


This involves clearly analysing the pupil’s needs using the class teacher’s
assessment and experience of working with the pupil, details of previous progress
and attainment, comparisons with peers and national data, as well as the views and
experience of parents. The pupil’s views and where relevant, advice from external
support services will also be considered. Any parental concerns will be noted and
compared with the school’s information and assessment data on how the pupil is
This analysis will require regular review to ensure that support and intervention is
matched to need, that barriers to learning are clearly identified and being
overcome and that the interventions being used are developing and evolving as
required. Where external support staff are already involved their work will help
inform the assessment of need. Where they are not involved they may be
contacted, if this is felt to be appropriate, following discussion and agreement
from parents.


Planning will involve consultation between the teacher, SENCO and parents to
agree the adjustments, interventions and support that are required; the impact
on progress, development and or behaviour that is expected and a clear date set
for review. Parental involvement may be sought, where appropriate, to reinforce
or contribute to progress at home.
All those working with the pupil, including support staff, will be informed of their
individual needs, the support that is being provided, any particular teaching
strategies/approaches that are being employed and the outcomes that are being
sought. As a school we will continue to track progress using Individual
Coordinated Care Plans.


The class teacher remains responsible for working with the child on
a day to day basis. They will retain responsibility even where the
interventions may involve group or one to one teaching away from
the main class teacher. They will work closely with teaching
assistants to plan and assess the impact of support and
interventions and maintain links with classroom teaching. Support
with further assessment of the pupil’s strengths and weaknesses,
problem solving and advising of the implementation of effective
support will be provided by the SENCO.


Reviews of a child’s progress will be made regularly. The review process
will evaluate the impact and quality of the support and interventions. It
will also take account of the views of the pupil and where necessary his or
her parents. The class teacher, in conjunction with the SENCO, will
revise the support and outcomes based on the pupil’s progress and
development making any necessary amendments going forward, in
consultation with parents and the pupil.