In this section you will find information about how we identify, support and assess children with SEN at Greenland Community Primary School.
How we support SEND
Greenland Community Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities.
We follow a graduated approach called “Assess, Plan, Do, Review.”
The “Assess, Plan, Do, Review” approach is a stepping stone method, whereby we can identify children who are experiencing a barrier to learning and put a plan into place to help them.
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
Quality First Teaching
The first step on the ladder is Quality First Teaching (QFT). This is where most children and young people will have their special educational needs met in mainstream schools through differentiated classroom practice.
A Short Note is a record of an initial concern either a parent or teacher has about a child which has been shared together. This sets out what the concerns are from both parties, the next steps to be taken, the outcomes sought for the child and a review date. No more than two Short Notes should be completed for any one child.
SEN Support Plan
A SEN Support Plan details agreed outcomes specific to the child’s primary need. The SEN Plan then illustrates, via SMART targets, how we will support the child to achieve the outcomes. Parents and carers will be fully involved in this process.
All SEN Support Plans are reviewed termly by the child’s class teacher and child’s parents.
At any time parent’s can discuss their child’s progress with the class teacher or our SENDCO; Miss Freya Claydon.
Top Up Funding
Following two cycles of SEN Support Plan Review school may apply for Top Up Funding to further meet a child’s needs.
Education, Health and Care Plan (EHCP)
A small percentage of children with complex and significant needs might progress to further assessment. In some instances this can result in an Education, Health and Care Plan. This is a multi-agency approach that can only be considered after all of above options have been thoroughly addressed. External agencies such as CAMHS, Educational Psychology, Occupational Therapy and Speech and Language Therapy will be required to contribute to this process where applicable.