SEND Process
From initial concern through to full support for a child and their family, we follow a process with 5 steps when working with children and their families.
Step 1
- Ongoing assessment and tracking of all pupils at pupil progress meeting shows less than expected progress despite Quality First Teaching (QFT) or
- Concerns are raised regarding emotional well-being or behaviour
- These concerns could also be raised by the parent/carer or an external agency
Step 2
- Class teacher leads on setting outcomes (QFT provision)
- Class teacher has a discussion with the child about needs
- Class teacher leads on setting outcomes (QFT provision) by meeting with parents/carers to discuss concerns and agree on actions for school and home
- Permission for interventions outside of the classroom are gained at this time.
- Set review date (6-8 weeks maximum)
- Child added to SENDCo Monitoring list
- Class teacher plans QFT and extra support and other rigorous interventions to target need
Step 3 Review 1 followed by Assess, Plan and Do
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Good progress, return to regular tracking |
Less than expected progress towards agreed outcomes despite QFT targeted at areas of need. Communicate with parents |
Some progress made. Repeat cycle as above and consider alterations to interventions |
Step 4- Review 2 followed by Assess, Plan, Do
As above, however if after at least 2 cycles progress is not as we would hope, prepare parents for the possibility of further assessment of need
Step 5 - Assess, Plan, Do, Review cycle continues
- CT/TA begin to complete SEND Cause for Concern form and share with SENDCo.
- CT meets with child to identify feelings and wishes
- Meeting with parents and gain their views. Get permission for screeners and assessment.
- Carries out further assessment to provide clear analysis of pupil’s needs. Complete Cause for concern information with SENDCo.
- Agree whether the child should be moved to SEND Support or remain on the monitoring list
NB: Only at this point should a decision be made about a child being put on the SEND register
If after repeated attempts of this cycle it is felt that a student needs a high number of interventions to maintain progress or their needs require specialist support, then the SEND Support Process is triggered.
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Not SEND ( monitoring)
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SEND
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