Where a child is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. The SEN support should take the form of a four part cycle through which earlier decisions and actions are revisited, refined and reviewed with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes

In putting in place SEN support for a child, the school should approach this in four stages:

• Assess: In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school’s core approach to pupil progress, attainment and behaviour. It should also draw on the individual’s development in comparison to their peers and national data, the views and the experience of the parents, the pupil’s own view and, if relevant, advice from external support services. This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect developed

• Plan: Where it is decided to provide SEN support, the parents will be formally notified. The teacher and SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.

• Do: The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain the responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how hey can be linked to classroom teaching. The SENCO should support the class or subject teacher in he further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effecting implementation of support.

• Review: The effectiveness of the support and its impact on the child’s progress should be reviewed in line with the agreed date. The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents. The class or subject teacher, working with the SENCO, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil

Last updated: 12 June 2020