Asses, Plan, Do & Review

The SEND Code of Practice says:

“Schools should take seriously any concerns raised by a parent” (6.45)

Step 1: Identifying & assessing SEN (assess)

When assessing your child’s needs, the teacher (or key worker/tutor) will liaise with the SENCo and consider:

• your child’s progress and attainment

• information from other subject teachers, where appropriate

• your child’s development, in comparison with other children and national data

• advice from external support services

The SEND Code of Practice says:

“Children and young people should be enabled to achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training.” (6.1)

Step 2: Planning required support (plan)  

Schools, including academies and maintained nurseries, must publish information on their websites about how they support pupils with SEN. This can be a useful starting point if you have any questions about what support your child’s school or nursery can provide, and also to find out about their arrangements for identifying, assessing and reviewing SEN.

If your child’s nursery or school decides to provide SEN Support, they must let you know, and should then discuss with you:

• the required adjustments, interventions and support to be put in place

• the expected impact on progress, development or behaviour

• the desired outcomes

• a clear date for review

The SEND Code of Practice says:

“The support and intervention provided should be selected to meet the outcomes identified for the child” (5.39 & 6.50).

Colleges should ascertain the views of young people, and what they want to happen, with regards to their education and their future.

The SEND Code of Practice says:

“The support provided should be selected to meet the student’s aspirations” (7.16).

Step 3: Putting support in place (do)

With support from the SENCo, your child’s teacher (or key worker in early years) should oversee the planned support.

Where support involves group or one-to-one teaching away from the main class, your child’s teacher remains responsible. They should work closely with any teaching assistants or specialist staff involved, and with the SENCo, to monitor and assess the impact of the support in place.

This might be a difficult time for you, while waiting to see what impact the support will have. Remember, the continuous four-stage cycle of SEN Support means that your child’s progress and the support they are receiving, should be reviewed regularly, and changed when necessary.

You can talk to your child about the help they get at school, to find out what is working for them or whether there is anything they are finding difficult. This will be useful information for the review.

Step 4: Reviewing progress & impact of support (review) 

Review dates should be agreed at the planning stage

The SEND Code of Practice says:

“Schools should meet parents at least three times each year” (6.65)

Schools and nursery schools should explain the impact of the support in place, and progress being made towards the outcomes. They should discuss with you any changes to outcomes or support. Reviews also provide the opportunity for you to share your thoughts on the difference the support is making, and the views of your child.

The SEND Code of Practice says:

“The college and the student, together, should plan any changes in support. Support for all students with SEN should be kept under review, whether or not a student has an EHC plan” (7.19)