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Identification & Provision

At  Villiers Primary School, we use a graduated approach to identify needs.  Most children will have their Special Educational Needs (SEN) met through Quality First Teaching. This is good classroom practice. 

Identification

The first thing we need to do when we feel we have identified a child as having SEN is to work in partnership with our parents and outside agencies (where required) to establish the support we feel their child needs here at school.

We will use appropriate assessment tools, and ascertain pupil progress through:

  • Evidence obtained by teacher observation/assessment

  • Assessing the child’s performance in National Curriculum against age related expectations.

  • Use of standardised screening and assessment tools, such as Sandwell Numeracy Test & Lucid Dyslexia Screening

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.

This means that we will take a graduated approach with the steps outlined below:

  • Assess a child’s special educational needs

  • Plan the provision to meet your child’s aspirations and agreed outcomes

  • Do put the provision in place to meet those outcomes for four weeks

  • Review the support and progress

As part of this approach every child with SEN will have an individualised Education Plan (IEP) that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child (where appropriate) views are integral to the this process.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

An Education, Health and Care Plan (EHCP):  Children who are considered as having significant difficulties may be entitled to apply for an Education, Health and Care Plan.  These were formally known as statements.  From September 2014, statements ceased to be issued and EHCPs are issued in their place.   EHCPs are set up by the Local Authority but are monitored by the school, parents/carers and external professionals where appropriate at least annually.  Interim meetings are held with parents on at least two other occasions throughout the year.

Provision

In order to respond to individual needs we:

  • Ensure that all pupils have access to the appropriate curriculum.

  • Needs are reviewed regularly through the SEN and EHC plans.

  • These reviews are carried out with parents/carers and pupils.

  • Additional support can be through

    • In class support

    • Small groupings

    • 1:1 support at times

    • Outside agencies

    • Interventions

    • Life skills lessons

  • Regular lesson observations and book monitoring are carried out and SEN is a focus for the observations, to ensure that the provision is meeting the need

  • Where there are particular needs that can cause risk, we would carry out a risk assessment.

  • Through the National Curriculum assessments, we apply for and provide support during the tests for example extra time, or scribe or regular breaks to support the pupils during the tests.

For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people. We do this in a variety of ways, including:

  • Robust evaluation of policy and practice

  • Book monitoring

  • SENCO/SLT/Governor monitoring

  • Learning walks

  • Performance management

  • SEN Support Plans are reviewed with parents/carers and updated regularly through the year.