SEND Q5

How else may a child be identified as having a specific SEND learning difficulty?

1. The teacher continually assesses the needs of all children in their class

2. Every child is formally assessed six times per year

3. Meetings are held with teaching staff, SENCo, Inclusion Manager and phase leader. We discuss the progress of all children and identify any children who are not making their best possible progress

4. Interventions are then planned and set for the children

5. These are reviewed and if a child has not responded to the intervention, we will speak to the parents

6. If a child continually requires a significant amount of support and they are not responding to interventions and support from the outside agencies, they will receive an SEN support plan. This document will outline the child’s needs in preparation for an EHC plan

6. A meeting will then be set with the SENCo and referrals to relevant outside agencies may be made