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Identifying and helping a student with special needs (Potts, 2019) -…

- - - - Do
        
        Review
        
        Are the skills acquired through targeted support transferred back into class work?
        
        How have the student and parents responded to targeted provision?
        
        What are the views of support staff, parents and the student?
        
        What is the evidence from day-to-day intervention tracking?
        
        Has the student achieved the agreed outcomes?
        
        Is the gap narrowing (attainment and progress) between students with SEN and all students?
        
        Is there any improvement in the previous rate of progress?
        
        Is the student on track to meet the expected end of term/year National
        Curriculum/P-level targets and are they achieving this target independently and consistently? Evidence: e.g. observations, assessed work.
        
        How will the outcomes of this review feed back into the analysis of the student's needs?
        
        What changes to support, provision and targets are needed?
        
        All additional provision (internal or external)
        is based on an agreed outcomes approach after consulting with student and their parents/carers. Then if necessary, discussed with external professionals who can offer the required support.
        
        Co-teaching and collaboration with teaching assistants and/or
        other specialist staff to plan and assess the impact of targeted interventions
        
        Planning and review time is maintained regularly and teacher/teaching assistant regularly reflect of the student's achievements and projected progress
      - Targeted provision
      - High-quality class and/or subject teaching
        
        What the teacher knows (from the individualised assessments they have undertaken) about the pupil’s
        strengths, areas of need, barriers to and gaps in learning
        
        Views of the pupil and their parents/carers
        
        What changes or adaptations to day-to-day class/subject teaching the information
        indicates the teacher needs to make
    - - Parents are encouraged to approach the school through their child's teacher or teaching assistant with any concerns about learning challenges or signs that the student may be struggling
        
        Parent's Evening
        
        Parent/carer, student and class teacher (learning mentor and Headteacher available if required)
        
        Twice per year
        
        Review Meetings
        
        Parent/carer, class teacher, SENDCo and learning mentor (if required)
        
        As required
        
        Maths and English student-parent learning sessions to promote learning together
        
        Parent/carer, student, all relevant staff: maths/English co-ordinator, teachers, teaching assistants, leadership team
        
        Several times per year
        
        Early Help Assessment Team (EHAT), and Education, Health and Care (EHC) plan meetings
        
        Parent/carer, student (when appropriate), learning mentor, SENDCo, professionals involved (e.g. speech and language therapist)
        
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