Padiham Green C of E Primary School

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12th August 20
Trail : home / SEND : S.E.N Stages

S.E.N Stages

Please click below for the PDF file to understand the stages of support for Special Educational Needs at Padiham Green School.

 : Adobe Acrobat file (300.2k)

SEND Support

A Graduated Response

The three stages of SEND support in our school these are:

• SEN support

• SEN support plus

• Statement/Education, Health and Care Plan (EHCP).

When would we place a child on your SEND register?

  • If a parent has a concern about their child and feels that it is affecting their child’s learning.
  • If on-going staff observations highlight a learning/communication difficulty
  • If adequate progress is not shown through teacher assessment and at Pupil Progress Meetings

A meeting will be arranged to discuss concerns/observations and agreed outcomes will be actioned.  If it is decided that the child needs additional support and monitoring on the SEND register, all adults working with the child will be informed.  If a child is making adequate progress following a period on SEN support, a meeting may be called to decide if the child needs to remain on the SEND register or come off.

Every child on the SEND register will have a termly support meeting and Targeted Learning Plan (TLP) in place. At these meetings outcomes will be agreed and strategies for the outcomes will be put into a Termly Support Plan. The plan will be typed up into a child friendly manner and will be used as a working document for the child.

SEN Support:

A child is on SEN support if they:

  • Make little or no progress
  • Demonstrate difficulty in developing English or Maths skills
    • Show persistent emotional/social difficulties which are not affected by in class strategies and support
    • Have sensory/physical problems, and make little progress despite the provision of specialist equipment
    • Experience communication and/or interaction problems and make little or no progress in this area

In collaboration with the class teacher, SENCO, Lisa Tyrer, decides the action required to help the child make progress using school resources. Based on the results of previous assessments, the actions might be:

  • Provision of alternative learning materials/special equipment
  • Small group (or individual) support or intervention, with an additional adult, in or out of the classroom
  • Provision of additional adult time in planning programmes of work, and monitoring their effectiveness
  • Staff development/training

This will be detailed in the TLP.

SEN Support Plus:

SEN Support Plus is used when current support is not sufficient for the child, a sustained level of support is needed, and external agencies are consulted.

Indicators of need at SEN Support Plus might be one or more of the following:

  • A child still makes little or no progress in specific areas over a long period
  • A child is working at National Curriculum levels below that which is normally planned for in his/her class
  • A child continues to experience difficulty in developing literacy/numeracy skills
  • A child has emotional/social problems that often substantially delay own learning or that of the group.
  • A child has sensory or physical needs requiring additional specialist equipment or visits/advice from specialists
  • A child has communication or interaction difficulties

External support agencies will require access to a child’s records.  The agency specialist may be asked to provide further assessments and advice, and possibly work directly with the child. Parental consent is sought for any additional information required.

Education, Health and Care Plan (EHCP):

If children fail to make progress, in spite of high quality first teaching and targeted support at SEN Support or SEN Support Plus, we may apply for the child to be assessed for an EHCP.  Parents are fully consulted at each stage.  Parents and external agencies may also request an EHCP, in which case the school will provide appropriate information to the Local Authority (LA).

Generally, we apply for an EHCP if the child has a complex disability and/ or the child’s achievements are so far below their peers that it is not possible to meet the child’s needs from within school’s resources.

Having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not necessarily mean that a child needs an EHCP.

Each Local Authority provides assessment guidelines on thresholds for EHCP’s. For more guidance please see the Local Offer.

If the application for an EHCP is successful, a member of the Local Authority will call a meeting for parents, the child and the school together with any health or social care professionals who are involved with the family.  The meeting will record the child’s strengths, their dreams and aspirations as well as the barriers they face.  Following the meeting, the Local Authority will produce the EHCP which will record the decisions made at the meeting.

Any child with an EHCP will be reviewed yearly in an annual review meeting and will have an ‘All About Me’ plan in place.

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