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Communication: Targeted Individual Support

Targeted individual support may include…

  • Involvement of the SENCo to monitor, advise, assess, review, liaise with external agencies and coordinate the child’s support plan
  • External agency advice and assessment where needed e.g. Local Authority services such as STePS (Specialist Teachers and Educational Psychology Services) which includes ASD specialist teachers; Health services such as the School Nurse and Speech and Language Therapists; referral to the Single Point of Access (SPOA) for consideration of onward referral to a range of more specialist Health professionals (Community Paediatrician, SCODAS)
  • 1:1 sessions* with a Speech and Language Therapist (SLT)
  • Treatment Plan/intervention programme written by the SLT or an Individual Education Plan agreed in school with the SENCo, class teacher and parent/carer
  • 1:1 sessions* with other teaching staff in school often following a Treatment Plan or intervention programme which outlines specific targets as advised by the SLT or by the more in-depth assessments being used to inform the support
  • Individual TA support in class for some or all lessons (if the support was in all lessons, the child would have a Statement of SEN or an Education, Health, Care Plan (EHCP)
  • Implementation of very specific teaching strategies designed to support your child’s needs
  • Exam access arrangements for KS2 SATS
  • On-going monitoring and additional specific assessment to inform target-setting
  • Termly reviews with the SENCo, staff and parents/carers at which the child’s progress and provision can be discussed and modified

*Children are usually withdrawn from class for their 1:1 support sessions. The amount of time a child spends out of the class is monitored by their class teacher and care is taken to avoid the same lesson being missed all the time.

 
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