Transcript Graduated response to SEN support

EHCP
0-25
Over a three year period all statements of
educational needs will be changed to EHCPs at
transfer review meetings. This is a must for
specialist provision. Combines IEP and statement.
EHCP
Children with long term needs with constant need of
Assessment
coordinated services
EHCP assessment is similar to statutory
Educational psychologist
assessment with a 20 week time frame – all
input, on-going agency
phases of the graduated response need to be
input, medical disability
evidenced before a EHCP assessment
with SEN
SENCO/Learning Mentor expertise used
School Support with External Agencies
as part of the graduated response and
Glossary
Personalised learning, Referrals or support
to coordinate support
Aspiration – long term
from ASDOT,SLT, PT, OT, LIT, HI, VI, personalised
dreams and hopes for the
behaviour strategies led by Behaviour
future
Improvement Team, Ed Psych, Claremont School
Intervention – regular
outreach, annual reviews, IEPs/Individual provision
strategy or event
maps, multi agency meetings with parents, High
Outcome – benefits for the
needs banding
Teachers using assess, plan,
child
do, review to plan support for
Provision – amount of
School Support (see intervention file for complete intervention menu)
all children in their class
support, programme
Small group intervention (maths, phonics, social skills, language for learning)
Short term targets – specific,
Early Help, BRP, personalised behaviour strategies , PSPs, meetings with parents,
measurable, achievable,
Read Write Inc., Nessy (once/three times a week), signposting to parenting
realistic, timely
support, 1-1 speech and language support, Direct phonics, SENCO input 1-1 or
EHCP – Education,
target setting, IEPs, training for teachers and LSAs. Learning Mentor and
Health, Care Plan
Engaging Families Worker.
The
Quality First Teaching (what we offer everyone)
At least good teaching regularly monitored by SLT covering a range of subjects, whole class LSA
support targeting focus children, differentiation for out of step learners, dynamic intervention from
the teacher/TA to address any misconceptions on the same day, access to full curriculum, target
reader, AfL, classroom behaviour strategies, discussions with previous settings/teachers, transitions to
new schools, parent/carer discussions, learning walks, EAL strategies, SENCO advice, visual and
kinaesthetic learning materials, visual timetable, individual copies of resources, adjusted adult
language, targeted questioning, appraisal procedures, TA appraisal and observations, SEN awareness
training, pupil progress meetings & targets .
everyday
great job
that we do