High quality teaching
Teachers are responsible and accountable for the progress and development of the students in their class, including where pupils access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students, is the first step in responding to pupils who have or may have SEND. High quality teaching of all students, including those with special educational needs, is a whole‐school responsibility.
High quality teaching of all students, including those with special educational needs, is a whole‐school responsibility.
Increased levels of provision and support
In spite of high quality, differentiated teaching, it may become evident that some students need increased levels of provision and support. In consultation with parents and their child, the desired outcomes, including expected progress and attainment, are agreed. A decision is then made as to whether this can be provided by adapting the school’s core offer or whether something different or additional is required. All teachers and support staff who work with the student are made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This will be recorded on the School’s information system. Where it is decided that a student has a special educational need, this decision is recorded in the school records, and the parents are informed.
Subject teachers remain responsible for working with the student on a daily basis. Where the interventions involve group or one-to-one teaching away from the subject teacher, they will still retain responsibility for the student. Teachers are expected to work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The SEN(D)Co will support subject teachers in the further assessment of the student’s particular strengths and weaknesses, in problem-solving and advising on the effective implementation of support.
The effectiveness of the support and interventions, and their impact on the student’s progress, are reviewed in line with the agreed date, as part of the normal cycle of discussions with parents of all students. The views of the student and their parents are integral to this process.
The SEN(D)Co, working with subject teachers, may revise the support in light of the student’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and student. If a student continues to make less than expected progress, despite support and intervention, the school may involve specialists, both in-house and from outside agencies. The school will provide reports for parents on their child’s progress at 2 or 3 points throughout the school year, as part of the normal reporting process.