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What are the different types of support available for children with SEND in Lark Rise Academy?

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
 

For your child this would mean:

  • That their teacher has the highest possible expectations for them and all pupils in their class.
  • That all teaching is based on building on what they already know/s, can do and can understand.
  • Different ways of teaching are in place so that they are fully involved in learning in class; such as more practical learning opportunities.
  • Specific strategies (which may be suggested by the SENCO or outside staff)  are in place to support them to learn.
  • Their teacher will have carefully assessed your child and identified any gaps in their understanding/learning, as a result, some extra support may be organised to help them make the best possible progress.

All children in school should be getting this as a part of excellent classroom practice when needed.

 

Specific group work with in a smaller group of children. 
 

This group, often called Intervention Groups or Booster Groups by schools, may be:

  • Run in the classroom or outside.
  • Run by a teacher or more often a teaching assistant who has had training to run these groups.
  • One to one tuition programmes.

Stage One of the SEND Code of Practice: Stage One which means a child has been identified by the class teacher as needing some extra support in school because of a Special Educational Need or Disability.

 

For your child this would mean:

  • S/he will engage in group sessions with specific targets to help him/her to make more progress.
  • A Teacher/teaching assistant or outside professional (such as a Speech and Language Therapist) will run these small group sessions using the teacher’s plan.

N.B: This type of support is also available to any child who has specific gaps in their understanding of a subject/area of learning.

 

Specialist groups run by outside agencies e.g Speech and Language Therapy OR Occupational Therapy groups (AND/OR individual support for your child of less than 20 hours in school):

 

Stage Two of the SEND Code of Practice: Stage Two
Stage Two means a child has been identified by the class teacher/SENCo as needing some extra, specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the Autism Spectrum Disorder  Outreach Team or Sensory Service (for children with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

 

For your child this would mean:

  • Your child will have been identified by the class teacher/SENCo (or you will have raised your worries) as needing more specialist input instead of, or in addition to Quality First Teaching and intervention groups.
  • You will be invited to come to a meeting to discuss your child’s progress and help plan possible ways forward, in order to further support their progress.
  • You may be asked to give your permission for the Academy to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help you and school staff better understand your child’s particular needs in order that they can be supported effectively.

NB: The specialist professional detailed above would work with your  child to understand their needs and make recommendations, which may include:

  • Making changes to the way your child is supported in the classroom e.g. some individual support or changing some aspects of teaching to support them more effectively.
  • Support to set improved targets using their specific expertise.
  • Group or individual work with a member of staff
  • The school may suggest that your child needs some agreed individual support in school. School staff will tell you all about the strategies that will be put in place.

N.B: This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

 

Specified individual support for your child of more than 20 hours in school:

 

Individual support is usually provided througha Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SENCo as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.

 

Usually your child will also need specialist support from an external professional.

 

This may be from:

  • Local Authority central services such as the Autism Spectrum Disorder Outreach Team 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 you as their parent/carer) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school has sent in the request to the Local Authority (with a lot of information about your child, including some from you as his/her parent/carer), 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 support at Stage Two.
  • After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong and whether they need more than 20 hours of support in school to make good progress. If this is the case they will write provide EHC Plan. If this is not the case, they will ask the school to continue with the support at Stage Two 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 EHC Plan will outline the number of hours of individual/small group support your child will receive from the Local Authority 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 during whole class learning, to run individual programmes or deliver small groups that involve your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school
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