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SEND and Inclusion

St Michael’s Academy -  Graduated Response to Additional Needs

 

How we are trying to support your child at St. Michael’s Academy?

We update the SEND support register regularly.  You are not required to provide an agreement, but we are under obligation to inform you of our decision to include on the register.  We will also inform you if your child is removed from the register in the future.

What is a SEND Support register?

This is a record of all the children in our setting who have Special Educational Needs (SEN) and/or a disability.  This makes it easier for the SENCo, teaching and support staff, management and governors to monitor those pupils who may need a little extra help. 

Why is my child on the SEND Support register?

Any child who requires school support that is ‘additional to or different from that required by their peers’ or whose progress is significantly lower than their age-related expectations or who has a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age, will be placed on our SEND support register.  Any child on the SEND support register who has been identified as having a special educational need and/or disability will be supported to help them progress.  This may be through the class teacher, separate intervention programmes and/or through the referral to support services if needed.

What does this mean for my child?

If your child is placed on the SEND Support register, then they will be receiving additional, differentiated support, with methods and timings appropriate to the severity of their need.  The SENCo will work closely with your child’s class teacher as well as other professionals who can advise and contribute to your child’s learning and developmental needs, helping to ensure your child reaches their full potential.

Will my child always be on the SEND Support register?

This may vary.   Children with significant needs may remain on the SEND Support register throughout their schooling because they will always need additional support.  Other children may only need help for a short time and once they no longer demonstrate that need, they will be removed from the SEND Support register in discussion with the class teacher and parents/guardians.

How do we identify additional needs:

We have a robust system for children with SEND and have put in place some robust paper trails to ensure that all needs are identified and recorded as soon as possible.  We have also been working hard to ensure that parents are made aware of our observations and have the opportunity to be part of our processes.  Below is a brief outline of our system:

Step 1:  Early identification of need and outline of provision

  • If a teacher has a concern, classroom strategies and approaches can be changed to meet the needs of a pupil.    They can be discussed in the year group at pupil progress meetings that take place 3 times a year. 

Step 2:   ‘Assess, Plan, Do Review’ Cycle

  • If a child continues to demonstrate difficulties, requiring support/interventions beyond high quality differentiated classroom teaching, then the class teacher will begin the ‘Initial Concerns’ document which is triaged and provides a more detailed investigation into the barriers faced by the pupil. 
  • A simple Individual Education Plan (IEP) is set up by the class teacher. This combines a pupil profile, which outlines strengths, difficulties and support in place.  If difficulties continue, the pupil is considered to be placed on the SEND support register.  This ensures a close watch on progress.
  • This will stay on file throughout their time at school and will be updated 3 times a year, if required. Parents will be asked to contribute this through the standard parent consultation evenings (held twice a year) or through meetings held at other times. 
  • This provides a greater depth of understanding of the child’s needs, specific SMART targets and parental involvement.
  • The IEP is updated termly, usually September, February and June and often involves discussion between yourself and the class teacher.  Some children may need these updating half termly, depending on their needs. 
  • The Initial Concern document and the IEP become the evidence of Assess Plan, Do, Review.
  • These documents will remain on file throughout your child’s time at school although it may not always need to be active.
  • New outcomes and reviews with parents can be added to the IEP and monitored on our Intervention Map so that staff working with your child can see the targets and progress already made.
  • In addition to this,

Step 3: EHA (Early Health Assessment)

  • If we need to support your child through involvement external services, your child’s class teacher – in discussion with myself – will complete an EHA form.  They will then go through this with you before submitting.    This is a single, multi-agency form for all referrals. 

Step 4: EHCP (Education Health Care Plan)

  • Finally, for a very small number of our children (those with the most severe of need) we may need to apply for an EHCP.  This can be a long and often complicated process requiring huge amounts of evidence amassed over time.  Parents, teachers, support staff, external professionals and our own additional needs team would all be involved. 

 

St Michael’s Academy -  Graduated Response to Additional Needs

 

How we are trying to support your child at St. Michael’s Academy?

We update the SEND support register regularly.  You are not required to provide an agreement, but we are under obligation to inform you of our decision to include on the register.  We will also inform you if your child is removed from the register in the future.

What is a SEND Support register?

This is a record of all the children in our setting who have Special Educational Needs (SEN) and/or a disability.  This makes it easier for the SENCo, teaching and support staff, management and governors to monitor those pupils who may need a little extra help. 

Why is my child on the SEND Support register?

Any child who requires school support that is ‘additional to or different from that required by their peers’ or whose progress is significantly lower than their age-related expectations or who has a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age, will be placed on our SEND support register.  Any child on the SEND support register who has been identified as having a special educational need and/or disability will be supported to help them progress.  This may be through the class teacher, separate intervention programmes and/or through the referral to support services if needed.

What does this mean for my child?

If your child is placed on the SEND Support register, then they will be receiving additional, differentiated support, with methods and timings appropriate to the severity of their need.  The SENCo will work closely with your child’s class teacher as well as other professionals who can advise and contribute to your child’s learning and developmental needs, helping to ensure your child reaches their full potential.

Will my child always be on the SEND Support register?

This may vary.   Children with significant needs may remain on the SEND Support register throughout their schooling because they will always need additional support.  Other children may only need help for a short time and once they no longer demonstrate that need, they will be removed from the SEND Support register in discussion with the class teacher and parents/guardians.

How do we identify additional needs:

We have a robust system for children with SEND and have put in place some robust paper trails to ensure that all needs are identified and recorded as soon as possible.  We have also been working hard to ensure that parents are made aware of our observations and have the opportunity to be part of our processes.  Below is a brief outline of our system:

Step 1:  Early identification of need and outline of provision

  • If a teacher has a concern, classroom strategies and approaches can be changed to meet the needs of a pupil.    They can be discussed in the year group at pupil progress meetings that take place 3 times a year. 

Step 2:   ‘Assess, Plan, Do Review’ Cycle  (add detail)

  • If a child continues to demonstrate difficulties, requiring support/interventions beyond high quality differentiated classroom teaching, then the class teacher will begin the ‘Initial Concerns’ document which is triaged and provides a more detailed investigation into the barriers faced by the pupil. 
  • A simple Individual Education Plan (IEP) is set up by the class teacher. This combines a pupil profile, which outlines strengths, difficulties and support in place.  If difficulties continue, the pupil is considered to be placed on the SEND support register.  This ensures a close watch on progress.
  • This will stay on file throughout their time at school and will be updated 3 times a year, if required. Parents will be asked to contribute this through the standard parent consultation evenings (held twice a year) or through meetings held at other times. 
  • This provides a greater depth of understanding of the child’s needs, specific SMART targets and parental involvement.
  • The IEP is updated termly, usually September, February and June and often involves discussion between yourself and the class teacher.  Some children may need these updating half termly, depending on their needs. 
  • The Initial Concern document and the IEP become the evidence of Assess Plan, Do, Review.
  • These documents will remain on file throughout your child’s time at school although it may not always need to be active.
  • New outcomes and reviews with parents can be added to the IEP and monitored on our Intervention Map so that staff working with your child can see the targets and progress already made.
  • In addition to this,

Step 3: EHA (Early Health Assessment)

  • If we need to support your child through involvement external services, your child’s class teacher – in discussion with myself – will complete an EHA form.  They will then go through this with you before submitting.    This is a single, multi-agency form for all referrals. 

Step 4: EHCP (Education Health Care Plan)

  • Finally, for a very small number of our children (those with the most severe of need) we may need to apply for an EHCP.  This can be a long and often complicated process requiring huge amounts of evidence amassed over time.  Parents, teachers, support staff, external professionals and our own additional needs team would all be involved. 

 

Somerset Graduated Response Tool

Somerset’s Graduated Response Tool now replaces the Somerset Core Standards. This has been co-produced with stakeholders from education, health, social care, parent carers and support service teams.

Somerset’s Graduated Response Tool sets out the barriers to learning that children and young people may have and the strategies and provision that could be in place to support them.

Somerset’s Graduated Response Tool has been created to support all users to understand the Graduated Response to Special Educational Needs in the context of current legislation. The document makes it clear ‘what to expect’ in terms of what is provided and is written for parent carers, children and young people, school staff and those who provide services to families.

The tool sets out the provision that is ordinarily available in Somerset schools at both the Universal and Special Educational Needs (SEN) Support levels.

 

What to expect from education (somerset.gov.uk)

The Loft

The loft is our additioal needs space at St Michael's and is situated on the first floor of the school.  Whilst we are working towards  inclusive classrooms, these spaces provide additional support for our highest needs.  It is a resource base and space for individual and small group learning.  

The Hive

The Hive ... detail to come

The Cave

The Cave... detail to come

Thrive

Thrive ... detail to come

Star Room

Star Room ...detail to come

EAL

EAL ... detail to come

Intervention Pods

Intervention pods.. detail to come

Small group and 1:1 support available

Below is a selection of interventions in place for our highest needs pupils.  They are examples of the provision we offer across all areas of need which include

1. Cognition and learning

2. Communication and interaction

3. SEMH

4. Physical and sensory

These are documented more fully on our provision map  

Inclusion Programme with Fiveways

Detail coming soon

Welcoming Fiveways to St Michael's Academy

Detail coming soon

St Michael's are welcomed at Fiveways

Detail coming soon

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