1. Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). Where a child requires additional intervention, specific strategies (which may be suggested by the SENCO) 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 a gap or gaps in their understanding/learning. As a result they may require further support to help them make the best possible progress.

This may include the provision of additional resources and/or specific group work or intervention which may be:

• Run in the classroom or a group room.
• Run by a teacher or a teaching assistant (TA).

1. Specialist groups run by outside agencies, e.g. Speech and Language therapy

SEND Code of Practice 2014: School Support (SS)

This means a pupil has been identified by the SENCO /Inclusion Manager/class teacher as needing some further specialist support in school from a professional outside the school.

This may be from:

• Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
• Outside agencies such as the Education Psychology Service (EPS).

What could happen:

• You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help to gain an understanding of your child’s particular needs in order to support them more effectively in school.
• The specialist professional will use the information gathered to work with your child to understand their needs and make recommendations on how the school can support your child to ensure progress is made

1. Specified Individual support

This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA).

Your child will also need specialist support in school from a professional outside the school.

This may be from:

• Local Authority central services such as the ASD Outreach Team, Behaviour Support 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:

• The school or parents can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which states the level of support that will be provided for your child.
• After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from parents), 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 with the current support .
• After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health and Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school 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.
• An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.