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Below you will find 4 pathways to help you identify the needs of children and young people in your setting. Each pathway will provide:
High quality teaching differentiated for individual pupils is the first step in responding to pupils who may have SEN
SEN Code of Practice 6.37
These must be realistic and be specific to the pupils starting levels and expectations for the group.
An example might be:
SEMHS team
Claire Taylor, SEMHS Team Manager
claire.taylor@oldham.gov.uk
0161 770 4485
Healthy Young Minds
For consultation/advice please contact the duty worker on 0161 716 2020
www.oldham.gov.uk/early_help_referral
Where there is a lack of adequate progress despite identified and targeted differentiation.
Schools should seek to identify pupils making less than expected progress given their age and individuals circumstances.
This can be characterised by progress which;
Where a pupil is identified has having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle; Assess, Plan, Do, Review
Code of Practice 6.44
What has the assessment identified as particular areas of need?
The teacher and SENCO should agree in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review
Code of Practice 6.48
A good SEN Support Plan should include the following;
A good SEN Support plan may include a provision map or personalised timetable for the pupil showing frequency and duration of specific interventions
Interventions should be well founded and evidenced based.
Interventions should last a minimum of 6 weeks
Information on researched interventions can be found at:-
The class teacher should remain responsible for working with the child or young person on a daily basis. They should work closely with any teaching assistants or specialist staff involved… the SENCO should support the class teacher in the further assessment of particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
Code of Practice 6.52
Refer to Person Centred Toolkit for further guidance on choosing appropriate person-centred tools to help gather the information needed.)
The SEND Code of Practice suggests that the progress towards meeting planned outcomes should be tracked and reviewed regularly, at least termly.
What is ‘reasonable’ in terms of a balance between individual/small group and whole class access?
Take each outcome:
The plan below is a good example of how interventions have been reviews with outcomes in mind.
The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents.
Code of Practice 6.54
The code of practice says that SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes.
Have there been regular reviews showing how the teacher, working with the SENCO, has revised the SEN Support plan in light of the child /young person’s progress and development- agreeing on any changes to support and outcomes in consultation with the parent /carer and pupil on what is working well, as well as what needs to be changed?
Are difficulties severe and persistent despite high-quality teaching, regular attendance and specific targeted intervention over time?
Refer to Oldham guidelines for requesting an EHCP assessment
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young, the child or young person has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment.
Code of Practice 6.63