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. An application for an EHCP can be made by the school or by a parent. If a parent wishes to make an application for the Local Authority to consider an EHCP they can be supported in this process by the school or by SENDIASS – the information and support group which exists to support parents and carers of children with SEND. They can be contacted on the following website:
Continuing with the ‘Assess, Plan, Do, Review’ approach, staff / parents raise their level of concern to a support plan. Formal termly meetings take place with parents/carers, class teacher, support staff, SENCO and any relevant external agencies would also be invited. The plan describes the nature of the difficulties the child may have, provision that school will make and an agreed set of outcomes will be included to meet the needs of the pupil. At this point, it may be necessary for school to seek external agency support, such as an Educational Psychologist, Speech and Language Therapist etc. to offer further advice and support for school. The SENCO is responsible for ensuring outcomes in the plan are addressed and resources are available in order to support the pupil.
Children who experience difficulties within any of the above areas of need will be monitored carefully and a meeting with parents / carers will be held. A ‘Short Note’ will be initiated and reviewed at least termly with parents / class teacher. This will be done through an ‘Assess, Plan, Do, Review’ (APDR) approach.
- Assess: carry out a clear analysis of the pupil’s needs through formal assessments or in class informal observations.
- Plan: decide the interventions and support to be put in place as well as the expected impact on progress, clear outcomes and a date for review with staff and parents.
- Do: strategies and interventions will be put in place to meet these outcomes. The class teacher should remain responsible for working with the child on a daily basis, even where interventions involve group or one-to-one teaching.
Review: evaluate the impact and quality of the support and interventions and listen to the views of the pupil and parents. Children at this level of support will be listed on a ‘Monitoring Register.’ After a number of APDR cycles, it may be appropriate that children are taken off this level and monitored through Quality First Teaching. In some cases it may be necessary to increase the level of need to an SEN Support Plan.
The Class Teacher is responsible for providing a high quality education for all pupils this is called Quality First Teaching. This acknowledges that all children are different and that at times resources and work should be differentiated to ensure that all children are included and can achieve.
If teaching staff are concerned that some children are not making the progress that would be expected or if there appear to be barriers to their learning, the member of staff should bring this to the attention of the SENCO.
Discussion will take place to decide whether the pupils’ difficulties warrant inclusion on the SEN register or if the child will be monitored for a specified time. Relevant teaching staff (usually the child’s class teacher) would then discuss this with parents (usually at parent’s evening or sooner, where deemed necessary.)