SEND
Our approach to SEND support
The graduated approach to SEN support
Once a pupil has been identified as having SEN, we will take action to remove any barriers to learning and put effective special educational provision in place. This support will be delivered through successive rounds of a 4-part cycle known as the graduated approach.
Assess
The pupil’s class teacher and the SENCO will carry out a clear analysis of the pupil’s needs. The views of the pupil and their parents will be considered. The school may also seek advice from external support services.
The assessment will be reviewed regularly to help make sure that the support in place is matched to the pupil’s need. For many pupils, the most reliable way to identify needs is to observe the way they respond to an intervention.
Plan
In consultation with the parents and the pupil, the teacher and the SENCO will decide which adjustments, interventions and support will be put into place, the expected outcomes, and a clear date for review.
All staff who work with the pupil will be made aware of the pupil’s needs, the outcomes sought, the support provided and any teaching strategies or approaches that are needed. This information will be recorded on our management information system, our virtual drive, and will be made accessible to staff in support plans.
Parents will be fully aware of the planned support and interventions and may be asked to reinforce or contribute to progress at home.
Do
The pupil’s class or subject teacher retains overall responsibility for their progress.
Where the plan involves group or 1-to-1 teaching away from the main class or subject teacher, they still retain responsibility for the pupil. They will work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The SENCO will support the teacher in further assessing the pupil’s particular strengths and weaknesses, in problem solving and advising on how to implement support effectively.
Review
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed in line with the agreed date.
We will evaluate the impact and quality of the support and interventions. This evaluation will be based on:
The views of the parents and pupils
The level of progress the pupil has made towards their outcomes
The views of teaching staff who work with the pupil
The teacher and the SENCO will revise the outcomes and support in light of the pupil’s progress and development, and in consultation with the pupil and their parents.
Identifying pupils with SEND and assessing need
We will assess each pupil’s current skills and levels of attainment when they start at the school. This will build on information from previous settings and Key Stages, where appropriate. We will also consider any evidence that the pupil may have a disability and if so, what reasonable adjustments the school may need to make.
Class teachers will regularly assess the progress of all pupils and identify any where progress:
Is significantly slower than that of their peers starting from the same baseline
Fails to match or better their previous rate of progress
Fails to close the attainment gap between them and their peers
This may include progress in areas other than attainment, for example, wider development or social needs.
When teachers identify an area where a pupil is making slow progress, they will target the pupil’s area of weakness with differentiated, high-quality teaching. If progress does not improve, the teacher will raise the issue with the SENCO to have an initial discussion about whether this lack of progress may be due to a special educational need. Where necessary they will, in consultation with the pupil’s parents or carers, consider consulting an external specialist.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
Potential short-term causes of impact on behaviour or performance will be considered, such as bullying or bereavement. Staff will also take particular care in identifying and assessing SEN for pupils whose first language is not English.
When deciding whether the pupil needs special educational provision, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
If a pupil is joining the school, and:
Their previous setting has already identified that they have SEN
They are known to external agencies
They have an education, health and care plan (EHCP)
then the school will work in a multi-agency way to make sure we get relevant information before the pupil starts at school, so support can be put in place as early as possible.
Consulting and involving pupils and parents
We prioritise involving parents and pupils in all aspects of SEND planning. Through termly iTAC meetings, parents and pupils will have the opportunity to contribute to the development of SMART targets and review the support strategies in place. We also ensure regular communication with parents, offering updates on progress and any adjustments needed in the provision.
What support is available for me and my family?
Apex Specialist Education aims to provide holistic support for families alongside their child’s education. Parents and carers are encouraged to access Rochdale’s Local Offer, which provides detailed information on services available in the area for children with SEND. This includes Rochdale SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service), which offers impartial guidance to families.
The local offer can be found here: Our Rochdale | Welcome to the Rochdale Local Offer
National charities that offer information and support to families of children with SEN are: