How would you rate your current skills in planning and implementing interventions for students with this additional learning need? Not confident Somewhat confident Fairly confident Very confident. Pre Pre chart 8. Post Post chart 6. Parents and pupils should be actively involved in all the decision making processes.
Schools are expected to use their best endeavours to ensure children with SEN receive adequate support. A teacher has to be assigned as responsible coordinator for all SEN provisions, other than in academies for 16 to 19 year olds. All schools must have a member of the Governing Body or sub-committee allocated to oversee the SEN and disability provision.
All pupils with SEN should engage in the same activities alongside other pupils. Schools are required to inform parents when they are making special educational provision for pupils. A SEN information report must be prepared. How can HCB help if my child has special needs? Channel Referrer. Name Please enter your name. Telephone Please enter your phone number. We can help. Support in the early years How early years education settings in England support children with special educational needs SEN.
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These cookies ensure basic functionalities and security features of the website, anonymously. This review process should feed back to Part 1 of the cycle — the needs should again be assessed and the cycle should flow through again, with any changes needed to the support provided being implemented. A spokesperson for the Department for Education has recommended that reviews with parents should take place at least 3 times a year. There is scope within Additional SEN Support for external specialists to become involved to support the child — for example, this could include:.
Parents have the right to be present at any interview, medical or other test during the statutory assessment, but sometimes the professionals may ask to see the child without a parent present. The parents should feel free to suggest any other people or organisations they know whose views may be helpful in the assessment of a child.
The school will not have received any additional funds to provide support at the Additional SEN Support stage. If the SEN support provided by the school is not achieving the agreed outcomes then it can be adapted or replaced with new forms of support. If the school has taken relevant and purposeful action but the child is still not making the expected progress then the school or the parents can pursue an Education, Health and Care Plan EHCP for the child.
To initiate this process they can apply for an EHC needs assessment. An EHC needs assessment is an assessment of the educational, health care and social care needs of a child or young person. Under paragraph 9. These Plans can be in place for children or young people between birth and the age of Young people aged with an EHCP will continue to have their needs reviewed on at least an annual basis, to ensure the right level of support is being provided across the areas of education, health and social care.
This may be their class teacher or head of year. At this meeting, you may wish to provide evidence to the teacher supporting your concerns.
This could include homework, test results and any other work. You may also wish to discuss with the teacher any change you have noticed in your child, such as them becoming more anxious, their behaviour deteriorating or any health condition that has been recently diagnosed. During this meeting, you and the teacher should try and work together to address any concerns and to decide whether any action needs to be taken. It is important that you make note of any recommendations made and any plan that is being implemented.
You should then make another meeting date, to follow up on any implementations that have been suggested. After this meeting, it is important that you keep a track of how your child is progressing. If you do not feel that any progress has been made, you should meet with the teacher again or consider the next step. If you and the school are concerned that your child is still not making any progress, a meeting with the SENCO should be arranged.
You and the SENCO should work together to put in place any targets or desired outcomes for your child. It is important that you make a note of anything agreed at this meeting as well. If you feel it is necessary, you can also ask the school if they can arrange any assessments from outside specialists, such as Speech and Language Therapists or Educational Psychologists.
As discussed above, any support provided through Additional SEN Support should be reviewed regularly to ensure that outcomes are being met by your child and that they are receiving the support necessary.
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