The class teacher is responsible for the progress of all children in their class and works together with the SENDCo to co-ordinate support. Our SENDCo oversees the progress of children requiring additional support across both schools.

The schools operate an ‘Assess, Plan, Do, Review’ cycle. Targets are written based on identified needs from assessments or reports from professionals. They are regularly reviewed, following discussions about whether the child has met their targets or whether the intervention is effective or appropriate. Class provision plans or SEN support plans outline who will work with your child to meet these targets, the type and frequency of the support, and whether your child has met their target.

Adults spend time getting to know your child and how they feel about school and their learning. Your child will always be fully involved in a way that is appropriate to their age and understanding. Developing independent learning skills is essential. Children are taught how they can help themselves to reduce reliance on adult support, where possible. A Learning Support Assistant (LSA) may work with your child either individually or as part of a group, depending on their needs.

Children’s progress is reviewed regularly, at key points throughout the year. Information from these reviews highlights how effective interventions are, and whether a different intervention may now be appropriate or if further support is required.

Positive and proactive relationships are maintained with a range of outside agencies. Parents, children, teachers and LSAs are involved in meetings, where possible, so that advice can be implemented quickly and everyone involved is able to contribute to discussions.

The SENDCo meets with the governor responsible for SEND termly. The SEND governor shares updates on SEND regularly at governor meetings.