The Graduated Approach
If a child is identified as requiring SEND support, we will provide teaching that is additional to what is provided within the whole class for all children, included those identified as requiring SEND support. All will be in receipt of high quality whole-class teaching.
Support is provided by individualised teaching intended to overcome the barrier to their learning. When providing support that is “additional to” or “different from” we engage in a four-stage process:
Assess – this involves taking into consideration all the information from discussions with parents/carers, the child, the class teacher and assessments.
Plan – this stage identifies the barriers for learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on an SEND Next Steps Plan and will form the basis for targeted teaching.
Do - providing the support – extra assistance for learning – as set out in the plan.
Review – measuring the impact of support provided, and considered whether changes to that support need to be made. All of those involved will contribute to this review. This stage then informs the next cycle.
Progress will be continually monitored by the class teachers using the Birmingham Toolkit in; reading, writing, maths, speaking and listening. Learning successes will be shared at Parent Consultations, end of year reports and in review meetings with the SENDCo. Where necessary, some children may have additional targets set by outside agencies specific to their needs with the intention of accelerating learning. The progress of children with an EHC Plan (Educational Health Care Plan) will be formally reviewed at an Annual Review with all adults involved with the child’s education. Regular book trawls, intervention monitoring and lesson observations will be carried out by the SENDCo and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is of high quality. Once the school has identified the needs of SEND pupils, the SENDCo and Head Teacher decide what resources/training and support is needed.
- High quality whole-class teaching differentiated for need
- A range of Literacy and Numeracy small group interventions delivered by Teaching Assistants
- Speech and Language support using targets from Speech and Language therapists and the Welcomm program
- Support with communication skills and lesson break down by using symbols, visual timetables and personalised now and next boards
- Teaching Assistant trained on how to support pupils with autism
- Pastoral Lead to support pupils with mental health concerns
- Pastoral Lead to support those pupils with anxiety and / or depression