How do Becket identify whether a child has a SEND?
If we have concerns about your child and they are not making progress or not progressing as much as expected, the class teacher will initially approach you to have a chat. This will be to inform you of their concerns and find out any information you may have (including whether there are any difficulties at home) that may help to explain their concerns. The class teacher will always give consideration to the particular circumstances of a child and we are mindful of other factors that can affect a child’s progress e.g. attendance, punctuality, health, English as an Additional Language.
If concerns continue, the class teacher will discuss this more formally with you and the SENCo. The purpose of this meeting is:
- To ensure you are fully informed
- Listen to any concerns you may have
- Plan any additional support your child may need
- Explain how this will be monitored.
In planning any additional support, staff will work within the framework of a 4-part cycle:
Assess – this stage involves looking in more detail at your child’s needs. To do this, more detailed assessments may be used and outside agencies may be involved.
Plan – a support programme is planned which states clearly what we want to see your child achieve and how they will be supported
Do- the agreed support plan is implemented. Your child’s class teacher remains responsible for working with your child on a daily basis and assessing the impact of the plan
Review – the effectiveness of the support plan is reviewed. Has your child achieved the expected outcomes? Is your child now making progress?
The focus throughout this monitoring process is that any additional support is having the required impact on progress.
If the plan has been successful, then we will continue to monitor your child to ensure progress is being maintained.
If the expected outcomes were not achieved, then we will look more closely at the plan. The Code of Practice is very clear that a child is only identified as having a SEND if they continue to make less than expected progress despite interventions/adjustments and good quality personalised teaching. This means their progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match/better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers or the attainment gap is widened.
In these circumstances, a child will be formally placed at SEND Support. The Assess-Plan-Do-Review cycle will be repeated and becomes more individualised informed by the knowledge of the previous cycle. Most pupils at this stage will have an Individual Education or Behaviour Plan.
The aim is always to work with you and your child throughout this process.