How we Identify SEND and Plan Support for Children at Eastry
Every pupil has their progress, attainment and wellbeing monitored and reviewed termly through pupil progress meetings, learning walks, wellbeing questionnaires, intervention trackers and assessments. Pupils who are identified as having not made good or better progress are identified and appropriate levels of support and intervention are implemented. If our concerns are more extensive, you will be invited to meet with your child’s class teacher and SENDCO. In some cases, additional support or advice may be sought from external agencies such as Speech and Language, Occupational Therapy or the Specialist Teaching and Learning Service (LIFT).
We baseline assess all of our children when they start school with us. This helps us to build a complete picture of your child based on transition information from their nursery or another school and the assessments they complete with us. From these assessments and any additional information provided, we can then assess whether we believe your child has a special educational need and what support and interventions maybe necessary to help your child make good progress in school.
At the end of every two terms (terms 2, 4 and 6) our teachers assess the progress and attainment of their whole class. From these assessments, our teachers analyse the data for each child and will identify any children who:
• Are not making expected progress from their starting points
• Are falling behind in their learning
• Are not learning in line with their peers
• Have needed additional support and intervention to maintain their level of progress and attainment.
Where teachers have been able to identify a specific area of need, they will then conduct a Mainstream Core Standards review of your child’s provision. This helps us to ensure that we are providing all reasonable adjustments to support your child. At this stage, your child’s teacher will discuss their concerns with the SENDCO. We will then invite parents and carers into school to share with them how we are meeting their child’s needs and discuss our next steps.
At Eastry, we use the Assess, Plan, Do, Review approach to supporting our children with SEND. This is known as the Graduated Approach.
Assess: Once a child has been identified as having a special educational need, we will review all aspects of their provision to identify what additional support they may need and how this will be delivered. We will conduct a robust review of their recent assessments, observations, work and knowledge of how they learn best.
Plan: From the information we have gathered at the assess phase and in consultation with the parents and pupil, we will then use the information we have gathered to create an individual provision map. The individual provision map includes information about all interventions, supporting resources and strategies that will be implemented in school to support your child.
Do: During the ‘do’ phase, the child’s class teacher has overall responsibility for their progress. Where their plan may include 1:1 or small group interventions delivered by a TA, the class teacher will still be responsible for their progress. Their teacher will work closely with all adults that work with your child to continually review, adapt and assess the impact of their interventions. All intervention information will be recorded on our intervention tracker documents which are held by the class teacher.
Review: The effectiveness of the interventions put into place will be reviewed in this stage. Progress, interaction and engagement with each intervention will be reviewed. In some cases, the intervention will cease, having had the intended impact; in other cases, the intervention will continue but the target will be amended to continue to measure progress towards a bigger target; in some cases, additional or different interventions may be identified as being more beneficial to your child. All of this information will be captured on your child’s Individual Provision Map. You will attend three provision map review meetings each year. At the end of each academic year, our final provision map review meetings will be held with your child’s current class teacher, their new class teacher who they will be moving up to, and the SENDCO. This meeting ensures that your child’s new teacher knows your child and their provision well and gives them time to prepare any adjustments to their classrooms or class provisions ahead of September.
At the end of the graduated approach, the cycle begins again to assess where your child is now and what support may help them to make good or better progress towards their targets.
As part of the graduated approach, we provide appropriate levels of support to all of our pupils using three levels of support: universal provision, targeted provision and specialist provision.
Universal Provision: Universal provision is available to all children, in every classroom, from every teacher. This is always our first step in meeting the needs of our pupils. From this stage, we can implement supporting resources and visuals, provide additional support and scaffolds to help a child with their learning and monitor their progress from their starting points and in line with their peers.
This document shows how we provide universal support at Eastry.
Targeted Provision: Targeted provision is a more personalised level of support that will be offered to our children on our Monitoring and SEND registers. These children often require a level of support beyond the classroom to enable them to be successful in their learning. Often, this level of support includes small group and 1:1 intervention, specific interventions based on their needs e.g. speech and language interventions, access to our dyslexia support package or support with their fine or gross motor development.
This document shows how we provide targeted support at Eastry.
Specialist Provision: Specialist provision is available to a few of our children that require a bespoke package of SEND support. Often, these children have complex medical needs, disabilities or diagnosis’s that require an extensive support package in school. These children often have multiple professionals involved in their education and care.
This document shows how we provide specialist support at Eastry.
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