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SEND Information Report FAQ Question 7

What are the different types of support available at Becket for my child?

Teachers have the highest possible expectations for all children at Becket. A constant cycle of monitoring, observation and review of teaching and learning is planned and forms a core theme of the School Improvement Plan to ensure standards are as high as they possibly can be.

There are 5 main types of support and ways in which teaching is adapted for all children at Becket – classroom based, interventions, adaptations to the curriculum or learning environment, involvement of outside agencies and very specific, individual and personalised support.

Classroom-based:

Class teachers adapt their planning according to the specific needs of all groups of children in their class

  • Teachers will use a variety of teaching styles and cater for different learning styles to enable all children to access the curriculum
  • Teachers and other adults in the classroom work together to give targeted support according to your child’s needs and maximise your child’s involvement in their learning
  • All teachers and support staff are expected to implement the Becket Top 10 Quality First Teaching Strategies all of which represent high-quality SEND provision
  • Additional and more specific strategies which may be suggested by the SENCo or other professionals working with your child will be put in place to support your child to learn
  • A ‘Managed Approach’ for behaviour difficulties which outlines targets, desired outcomes and agreed behaviour management strategies
  • Your child will be encouraged to work as independently as possible and to develop a ‘growth mindset’ i.e. to think of themselves as an effective learner and if a task is hard, to reframe their thinking from “This is hard. I can’t do it” to “I haven’t learnt how to do this…yet.”

Interventions:

These are specific small group work or 1:1 programmes delivered in or outside the classroom or during social or less structured times (play and lunchtimes)

  • All interventions are time-limited
  • The objective of any intervention is either to ‘boost’ your child so they can ‘catch up’ with their peers OR to ‘narrow the gap’ between your child and his/her peers
  • A wide range of interventions are available covering reading, comprehension, writing, spelling, maths, social skills and coordination skills
  • These interventions can be delivered by a teacher, a TA, the SENCo, a Support Teacher or a Learning Mentor
  • All interventions are expected to have the following information:
  • The entry data point of your child taking up the intervention
  • The expected outcome as a result of 6, 8, 10 or 12 weeks on input. What do we expect your child to be able to do?
  • The exit data – what your child can actually achieve on completion
  • Additional information – attendance, attitude and any other observations
  • If the exit data does not match the expected outcome or the outcome has exceeded expectations, the following questions are asked:
  • Was it the right intervention?
  • Was it delivered in the right way?
  • Did we have high enough expectations?

Adaptations to the curriculum and/or learning environment

There are a wide range of adaptations that can be made. Examples are:

  • sitting at the front of the classroom
  • using enlarged resources
  • specific use of ICT
  • use of colour overlays or specific coloured paper
  • individual visual timetable
  • use of signs and symbols
  • special pencil/crayon grips
  • special weighted resources
  • movement breaks
  • use of “fiddlers” to aid concentration
  • special periods of ‘Talk Time’
  • resources designed to support a specific lesson e.g. writing frames, learning mats

Access Arrangements

Some children require additional support in order to be able to achieve their potential in the Key Stage 2 SATs. It is the responsibility of the SENCo to assess likely children (identified by the class teacher) and apply for the appropriate access arrangement.

Access arrangements that can be applied for are:

  • additional time (25%)
  • a reader
  • a scribe (amenuensis)
  • a prompter
  • arrangements for pupils with visual impairment
  • rest breaks

Outside agencies

You may be asked to give permission for your child to be referred to a specialist professional e.g. Educational Psychologist. This will help the school and you to understand your child’s needs better and so support them more effectively.

The specialist may work directly with you and your child and may make recommendations on support strategies to be used at home and school.

 

Specific individual support

  • Individual Education Plans/Individual Behaviour Plans

These plans are the most common format of individual support. They can also be referred to as Multi-Element Plans. They specify individual targets that match the child’s needs and are additional to or different from the differentiated curriculum already in place. These plans contain the following information:

  • Your child’s current learning levels and, if relevant, specified personal, social and emotional development levels
  • Short-term targets which are ‘SMART’ – specific, measurable, achievable, realistic, timely
  • The range of QFT strategies and additional provision to be put in place
  • Help expected from home
  • A date for the next review
  • Outcomes and progress recorded at the review

Plans are reviewed termly with the relevant teacher, support staff and parents/carers. We endeavour to hold these reviews in an informal relaxed manner.

Prior to the review, the pupil’s views are sought and they assess their own progress towards their targets. Parents/carers are invited to submit their views through a questionnaire in addition to attending the review.

  • Education, Health, Care Plan (EHCP)

Some children’s SEND needs are very complex and meeting these needs requires an approach over and above SEND Support provision. An EHCP is a legal document outlining very clearly the child’s needs, short and long-term outcomes together with an outline of the provision education, health and/or social care must have in place to support the child’s needs. An EHCP is put in place following a Needs Assessment undertaken and coordinated by the LA; all professionals working with your child are involved in this process. Specific targeted 1:1 support may be outlined in the child’s EHCP together with additional funding that has been agreed with the LA. An EHC Plan is reviewed annually.

Further information about this process can be found on the Derby City website (Local SEND Offer) or by talking to the SENCo.

  • Part-time timetable

For some children, a part-time timetable may be a short-term, appropriate provision. This is suggested only in extreme circumstances with the support of the parents/carers, the Educational Psychologist and advice from the LA. Part-time schooling is always time-limited, subject to regular review and a reintegration plan in place.

  • Managed Move

Again, these are rare, considered only in extreme circumstances and a significant amount of work will have been undertaken to support both the child and family. Managed Moves are primarily seen as an early preventative intervention to avoid permanent exclusion and/or to provide a fresh start. Schools work in partnership with each other and the LA and the LA have very clear criteria that must be met for a school to consider requesting such a move. Such a request will not be made without parental knowledge and agreement.

 
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