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Most children are able to make good progress from modifications and differentiation in routine daily teaching. A smaller group of pupils may experience difficulties which make it harder for them to learn. They may require additional or different support from that which normally given in class for children of the same age.
This extra help is known as Special Educational Needs and Disability Support (SEND) Support.
SEND Support should:
- Make everyone aware of a child or young person difficulties so that appropriate arrangements are in place to help him/her take part in daily teaching and other activities of the school day.
- Provide extra help which targets the child or young person’s underlying difficulties and helps them to make progress and experience success.
Before deciding that a child or young person requires SEND Support, schools should take the views of parents and carers and talk with the pupil.
Schools must always formally let parents know if they do decide that a child requires SEND Support.
The amount and type of SEND support each pupil receives will vary to reflect his/her individual strengths and areas of difficulties.
What is the graduated approach?
Schools should use a graduated approach, a four-part cycle (Assess, Plan Do and Review). (link to diagram).
This approach makes sure that the school:
- Use a range of assessment measures to give a clear view of each child’s difficulties
- Identify the extra support to overcome these difficulties
- Put the support in place
Regularly check how well it is working (the impact) so that they can change the amount or kind of support if this is needed.
Successive cycles of support may include seeking help from external specialists who can give more detailed assessments and make recommendations for the SEND Support that should be in place.
For most pupils the extra support they require can be met from funding and resources that the school can provide.
For a small number of pupils, the amount and type of extra support they require maybe over and above what the school can reasonably be expected to provide. Where this is a case this additional special education provision will be set out in a personalised Education, Health and Care Plan.
What support should all schools be able to provide?
The Croydon Mainstream Offer for Pupils With SEND
Croydon Local Authority has produced guidelines setting out expectations on what all schools should have in place to meet their statutory duties and make inclusive provision for pupils with SEND. These include:
- Whole school commitment to provide fully inclusive learning environment for all pupils with SEND
- Robust pupil progress tracking processes which enable early identification of pupils who may require SEND support and inform evaluation of the effectiveness of school policy and practice for SEND provision.
- Well trained staff who are competent at using a range of teaching approaches and adaptations to meet the needs of pupils with a range of SEND
- Range of evidence-based interventions and alternative learning programmes available to address all areas of need.
- Engagement with a range of external agencies to support assessment of needs and plan provision
- Positive engagement with parents to plan and review any SEND provision
- Record keeping which clearly documents assessment and review of SEND provision and impact.
- Commitment to making reasonable adjustments to enable access and participation to learning and extra-curricular activities, such as school trips and after school clubs.
The Croydon Mainstream Offer ‘Ordinarily Available Descriptors’ document provides more detail about the type of help and resources for children with different special needs. (link/download).
Downloadable Information Sheet Croydon Guidelines - The Mainstream Offer for Pupils with SEND.