Bournville Village

Primary School

Get in touch

Contact Details

SEND Identification Process and Graduated Approach

In the Government’s SEND Code of Practice (2015) there is an emphasis on ensuring children’s needs are met through a graduated approach:

 

Support for children with SEND can be organised into three categories:

 

The type of assessment, plan and the input a child receives will  depend on their needs and what approaches have already been tried.

Most children are supported effectively though universal, quality first teaching.  These are within class support strategies, which support children to access learning effectively alongside their peers. 

If a child has not made progress, following the implementation and review of such strategies over time, then additional targeted interventions will be put in place.  The benefit of out of class interventions, is always carefully weighed against what that child may be missing whilst participating that intervention.

For children who are not making sufficient progress, despite these approaches, or for whom their identified needs cannot be met through universal or targeted approaches, then specialist approaches will be introduced.

For more details regarding the types of universal, targeted and specialist approaches we use to support children, please information on each area of need. 

The type of assessment, plan and the input a child receives will depend  on their needs and what approaches have already been tried.

Types of assessment:

Types of plan:

What we do:

Our SENDCo will meet with parents/carers to discuss specialist support services and can refer pupils, when this is required.  See the links to individual areas of need for further details.

 

 

Initial Concern forms

As previously stated, we endeavour to meet most pupil’s needs through high quality classroom teaching and resources.

However sometimes a class teacher may have concerns about a pupil, as their needs persist despite a number of high-quality strategies being implemented within the classroom.  In the first instance, they will speak with the child’s parents/carers and then following this may write an initial concern form.  This form will be reviewed by the SENDCo and may result in your child being observed within the classroom.  Following this, additional support strategies and more specialised intervention may be introduced. If difficulties continue to persist, a meeting may be called with parents/carers to discuss whether a pupil will now be identified as having a SEND and whether further referral to an external service is required.

 

How we review:

All pupils with SEND have a Pupil Profile plan, which outlines their personalised targets and the strategies which support them to access school life, the curriculum and to make progress.  These are reviewed termly, by the class teacher and shared with parents/carers during a termly review meeting. 

For pupils who require high levels of specialist intervention and support, they may have a SEN Support plan or require an Education, Health and Care Plan (EHCP).

 

For more information on Pupil Profiles and SEND Support Plans, please see our Parent and Pupil Partnership section. 

For more information on EHCPs, please see our EHCP section.

 

Top