Meeting Needs at SEN Support

All children and young people must have access to high quality teaching that focusses on inclusive practice and breaks down barriers to learning. For the majority of children and young people this can be achieved through personalisation and differentiation but individuals with SEND may need provision that is additional to, and different from, their peers.

The Children and Families Act 2014 and the supporting SEND Code of Practice make it very clear that early years settings, schools and colleges have to meet the needs of all children and young people with SEND including those who do not have an EHC plan.

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Schools are expected to publish what they provide for all children and young people with SEND in their SEN Information report.

The approach to meeting the needs of children with SEND is a graduated approach (see p100 SEND Code of Practice).

The Graduated Approach

  • When a pupil is identified as having SEN the school must take immediate action. They must put effective SEN provision in place and ensure that all barriers to learning are removed
  • As soon as a pupil is identified as having SEN parents/carers must be informed. The school must then work in partnership with them; listening to their views and proactively involving them in decision making and planning
  • Children and young people with SEND are described as being at SEN support. They are no longer described as being at School Action and School Action plus
  • SEN provision must  be reviewed at least termly and all reviews must involve the child/young people and their parent/carers
  • It may be decided that advice from a specialist professional is required in order to meet the needs of a child or young person. Information regarding the external support available is published as part of the Local Offer and in the SEN File
  • SEN support and provision will be informed by the ‘assess, plan, do, review’ cycle. See p100 SEND Code of Practice 

What happens at each phase of the ‘assess, plan, do, review’ cycle?

The SEND Code of Practice 0-25 promotes the use of the ‘assess, plan, do, review cycle’.

This cycle can be used to meet the needs of children/young people and improve practice at many levels ensuring that:

  • individual children/young people at SEN support and those with an EHC plan receive the best possible provision and achieve positive outcomes
  • SEN provision made by an educational setting evolves to meet the needs of all children/young people with SEN
  • the EHC needs assessment, planning and review processes support children/young people, their families and educational setting

Assess - clear analysis is made of needs based on:

  • views of the child/young person and their parents / carers
  • teacher assessments and observations
  • pupil’s current attainment
  • pupil’s previous progress and attainment
  • tracking of progress and comparisons with national data
  • assessments by external agencies if appropriate.

Plan - following assessment, the teacher, SENCO, parent / carers and pupil, agree on a plan of action to include:

  • time limited outcomes for the pupil
  • the adjustments, support and interventions to be put in place
  • a date for review

All planning must be pupil centred and outcomes focussed and recorded.

Do - all the pupil’s teachers and support staff are made aware of the plan and implement the adjustments, support and interventions.  Teachers are responsible for:

  • differentiating and personalising the curriculum
  • delivery of ‘additional and different’ provision  for a pupil with SEN
  • planning, support and impact measurement of all group and one-to-one interventions delivered by support staff
  • linking interventions to classroom teaching

The SENCO supports teachers in the effective implementation of provision

Review - the quality, effectiveness and impact of provision is evaluated by the review date.

This includes sharing information with pupil and parent/carers and seeking their views.

The cycle then starts again at assess with the updated needs of the pupil being considered before planning a continuation of or change to provision.

Every school must publish an SEN Information Report (see SEND Code of Practice 6.79 – 6.83 p106 - 107). An example template can be downloaded.

This document must be dated and updated annually.  This is an ideal time for each school to:

  • review the provision that has been made over the last year
  • assess the changes that need to be made to provision and
  • plan for the coming year recording what the school will
  • do