Consultation with Children and Young People with SEND
Teachers/SENDCO and support staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their targets, discussing them with the class teacher/SENDCO. The children have regular meetings with support staff to discuss their progress and support. It is key that pupils understand why the are being supported, and how they can be more proactive in their own learning and progression.
In consultation with class teachers, the SENDCO will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their targets, discussing them with the class teacher and SENDCO. When a SEN Support Plan is formulated, the child is part of the planning process, in order to agree upon appropriate action to achieve the outcomes desired. A Person-centred Review meeting is an opportunity for the child and their family to be a fundamental part of decision making and planning. This process also involves agreed outcomes, and the document ‘My Story’ supports the process further, by documenting the personal story of the child so far. It is imperative that children also do not have to tell their ‘story’ repeatedly, and this process is designed to support this.
Consultation with parents and carers of children and young people with SEND
We are committed to working with parents and carers to identify their child’s needs and support. Parents and carers will be involved throughout the process.
There is a range of ways this can be done, for example:
- Termly parents/ carers evenings;
- Ongoing discussions with a class teacher and/or SENDCO;
- An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;
- Through a review of a child’s SEN Support Plan or the Annual Review of their Statement of SEN or EHC Plan.
A person-centred approach will be adopted, and meetings to discuss how to support the child will involve the child as much as possible, depending on age and understanding. It is vital that the child is involved in their planning at the beginning of the process, to support their future development. This will also include discussion of their own concerns, and agreed outcomes sought for the children including next steps. Where appropriate, the pupil will be involved in the process of setting and reviewing targets. This is part of a four-part cycle of Assess, Plan, Do and Review. SEN Support Plans will be drawn up to put specific, measurable targets in place for the pupil. SEN Support Plans will be reviewed and re-written at least three times per academic year. They will be formulated alongside with parents, in a partnership process, and will include suggestions of how parents can support at home.
It may be possible that additional funding, known as ‘top up funding’ is available from the local authority to support children with their needs within a SEN Support Plan. However, there may be occasions when a pupil’s particular needs cannot be met from the resources available within the school. We may seek advice from outside agencies and experts in the SEND field, including the Educational Psychologist, Children and Adolescent Mental Health Services, Occupational Therapy, Speech and Language Therapy, and the SEND team in the case of learning difficulties. We also consult with School Nursing Services regularly, often as part of the Team Around the Family process.
Occasionally, further action is required. In such circumstances, an EHC (Education and health care) assessment may be necessary. This will be considered at a Person-centred Review meeting, of which the child and their family are at the centre of decision making. Outcomes will be agreed as part of the process, and the document ‘My Story’ will support the process further, by documenting the personal story of the child so far. It is imperative that parents do not have to tell their ‘story’ repeatedly, and this process is designed to support this.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment with Mrs Susan Firth.