SEND - Support


What are the different types of support available for children with SEND in Four Dwellings Academy?


Class teacher input via excellent targeted classroom teaching also known as 'Quality First Teaching.'
For your child this would mean:
  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the Assistant Principal/SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in
the Academy should be getting this as a part of excellent classroom practice when needed.

Targeted intervention for an individual or small group of children identified as sharing a similar need.

This may be:
  • Run in the classroom or outside.
  • Run by a teacher or most often a Raising Attainment Assistant who has had training to run these groups.
For your child this would mean:
  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Raising Attainment Assistant or outside professional (like a Speech and Language Therapist) will run these small group sessions.
  • This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

Specialist groups run by outside agencies e.g. Pupil and School Support Services or Communication and Autism Team

SEND: Where outside agencies have been engaged by the
Academy (what used to be called ‘School Action Plus’).
This means they have been identified by the class teacher/Assistant Principal/SENCO as needing some extra specialist support in
Academy from a professional outside the Academy. This may be from:
  • Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:
  • Your child will have been identified by the class teacher/Assistant Principal/SENCO(or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in the Academy.

The specialist professional will work with your child to understand their needs and make recommendations, which may include:
  • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better:
  • Support to set better targets which will include their specific expertise
  • A group run by Academy staff under the guidance of the outside professional e.g. a social skills group
  • A group or individual work with outside professional

The
Academy may suggest that your child needs some individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Specified Individual support

This is usually provided via a locally funded Provision Plan, Statement of Special Educational Needs or Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/Assistant Principal/SENCO as needing a higher level of intervention, which cannot be provided from the budget available to the
Academy.

Usually your child will also need specialist support in
the Academy from a professional outside the Academy. This may be from:
  • Local Authority central services such as the ASD Outreach Team (Communication and Autism Team) or Sensory Service (for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service or Educational Psychology Service (EPS)

For your child this would mean:
  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the Academy have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue supporting your child with involvement from outside agencies.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs warrant this level of support in the Academy to make good progress. If this is the case they will write an Educational Health Care Plan. If this is not the case, they will ask the Academy to continue with the support as present and also set up a meeting in the Academy to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:
  • More severe, complex or lifelong
  • Time costly for staff involved supporting the child


Click here to return to the 'SEND - Local Offer' main menu