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Streetsbrook Infant & Early Years Academy

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How do you involve/support the parents of children with an SEND regarding identifying and meeting their needs?

 

How do you involve and support parents of children with SEND regarding identifying and meeting their needs?

Streetsbrook follows a graduated approach to every child’s learning.  It follows the sequence of Assess – Plan – Do – Review.  This way we can constantly ensure that we are meeting every child’s needs.

At Streetsbrook, we believe the on-going monitoring and assessment of each individual child’s
progress is essential. The school’s rigorous systems for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs. The system includes reference to information provided by:

  • Baseline assessment results
  • End of EYFS results
  • Progress made against curricular targets
  • Observations of behavioural, emotional and social development
  • An existing statement of SEN or an Education, Health Care Plan
  • Assessments made by SISS, our specialist service

Streetsbrook holds a termly Inclusion Forum in which each class teacher meets with the SENCo and Inclusion Support Practitioner to discuss any concerns they may have about the children in their class.  A thorough record of the meeting is kept with agreed actions as to what staff need to do and this is updated at the subsequent forum. 

Based on the school’s observations and assessment data, and following a discussion between
the class teacher, SENCO and parent, the child may be recorded as needing either:

  • Differentiated curriculum support within the class
  • Additional support

Additional support may be in the form of a targeted intervention group.  Parents are kept fully informed if their child is involved in a particular intervention via a letter or a phone call.  Alternatively, a child may benefit from a Personalised Learning Plan which has very specific short-term targets which are identified to support the child’s progress.  In these cases, parents will be invited in to school to discuss the targets with the SENCo, the Inclusion Support Practitioner and class teacher and then be invited to termly review meetings to review the progress made against the targets and set new targets as appropriate.

For further information, please see the school’s SEND Policy. click here

 

 

 

 

 

 

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