a) Class teacher input via targeted classroom teaching (Quality First Teaching).
For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is challenging, well-matched to your child’s needs and is built on what your child already knows, can do and can understand.
  • That different ways and strategies of teaching are in place so that your child is fully involved in learning in class. This may involve using more practical learning and experiences, using computer software and/or a visual timetable.
  • That specific strategies (which will be discussed with the SENDCo) are in place to support your child to learn.
  • Your child’s teacher will carefully check on your child’s progress and will identify any gaps in your child’s understanding/learning which would be supported by some additional resources or provision to help your child make the best possible progress.

    Specific targeted group work intervention may:

    • Take place in the classroom or outside the classroom.
    • Be led by a teacher or a qualified support assistant.

      b) Specialist groups run by outside agencies For your child this would mean;

    • Extra specialist support in school from a professional outside the school. This may e.g. be from a speech and language therapist or the Autism Outreach Service.
    • Input from Local Authority central services such as the Sensory Service ( for students with a hearing or visual need)

 

Specialist support from outside agencies such as the Education Psychology Service (EPS).

c) Specified Individual support

  • This type of support is available for children whose learning needs are, severe,

    complex and lifelong.

  • This is usually provided via an Education, Health and Care Plan (EHCP). This

    means your child will have been identified by professionals as needing a

    particularly high level of individual or small group teaching.

  • This type of support is available for children with specific barriers to learning that

    cannot be overcome through Quality First Teaching and intervention groups. Your child will also need specialist support in school from a professional outside the school.

    For your child this would mean:

  • The school (or you) can request that Local Authority Services carry out a

    statutory assessment of your child’s needs. This is a legal process which sets out

    the amount of support that will be provided for your child.

  • After the request has been made to the ‘Panel of Professionals’ (with a lot of

    information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.

  • After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs are severe, complex and lifelong. If this is the case they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult time allocated may be used to support your child with whole class learning, run individual programmes or run small groups including your child.