Special Educational Needs and Disabilities - Langshott Primary School
Working Together... The School... will work hard planning clear, measurable targets and implement additional support to address these targets, carefully measuring the impact of the support we have provided to ensure it is having a positive effect.
LANGSHOTT PRIMARY SCHOOL
Jargon & abbreviations: SENDSpecial Educational Needs and Disability SEND Support – Special Educational Needs and Disability Support (used to be School Action) SEND Support – Special Educational Needs and Disability Support Starred (Used to be School Action Plus) 1-1- one adult working with one child
You as parents…
ELSA– Emotional Literacy Support
will share the targets your child is working
EP– Educational Psychologist OT-Occupational Therapist
on and discuss ways to support at home. This is alongside the usual homework and home learning given to all the pupils.
SALT– Speech and Language Therapist CAF– Common Assessment Framework
It is also really helpful to keep school informed of any agencies you are working with as sometimes communication between agencies can be slow. Allowing staff to copy reports and letters you have received, can sometimes speed things up. For some agencies, if you miss your appointment, even for legitimate reasons, you have to wait a period before rereferral. Therefore it is essential you keep in contact and reschedule if needed.
Special Educational Needs and Disabilities
EHA- Early Help Assessment
Information Leaflet
TAC-Team Around the Child
For Parents and Carers
BPSS– Behaviour and Pastoral Support Services LLS- Language, Literacy Specialist Services
Step3– SEND Support
The Structure of SEND support… Step 1-Quality First Teaching
Inclusion at Langshott At Langshott Primary School we believe in an inclusive education, where all pupils receive the help and support they need, integrated into their daily routine. We are able to offer
All children in school receive Quality First Teaching from their class teacher. This means that the teacher ensures work is motivating and at an appropriate level. Children’s progress is monitored closely. Children who are making slow progress are identified and given additional group support to increase the rate of progress.
Step 2- Early Intervention
programmes and emotional or behaviour support, as well as working alongside outside agencies. Children who may require additional support to reduce barriers to learning, are those with; Special Educational Needs, Physical Disabilities, English as an Additional Language, social,
If the child does not make adequate progress in the class based groups, the child is added to the Inclusion Register and additional support is planned. The child will be closely monitored by the class teacher and SENCo. This is called Wave 2 support.
emotional and mental health needs, attendance difficulties, and Gifted and Talented Learners.
If the child makes significant progress they are moved back to Early Intervention stage.
Step 4– SEND Support
a wide range of support within the school, including academic
At this stage a child will be given a one page profile and ISP. This document shares clear, layered targets and details support that will be given. All Wave 3 Plans are collated by the teacher, child and parents. The child will also receive 1-1 support regularly at this stage to address these targets. This is called Wave 3 intervention.
If the child makes appropriate progress they are removed from the Inclusion Register .
If the child does not make progress and there continues to be concerns, the child is moved to the SEND Support category on the Inclusion Register.
If the needs of the child grow and are not being meet at the SEND Support Stage, external agencies will be contacted to gain support. If the child makes significant progress they are moved to SEND support. An EHA may be completed.
Step 5– Education Health Care Plan If the external agencies (alongside school) do not manage to significantly impact upon the child’s progress and it becomes clear the need will be long term, the school or parents will apply for an Education Health Care Plan. This used to be known as a Statement. The Local Authority (LA) will usually make a plan if it decides that despite all of the special help, the child needs cannot be fully met from within the school’s existing resources. These resources could include money, staff time or special equipment.
LANGSHOTT PRIMARY SCHOOL
Jargon & abbreviations: SENDSpecial Educational Needs and Disability SEND Support – Special Educational Needs and Disability Support (used to be School Action) SEND Support – Special Educational Needs and Disability Support Starred (Used to be School Action Plus) 1-1- one adult working with one child
You as parents…
ELSA– Emotional Literacy Support
will share the targets your child is working
EP– Educational Psychologist OT-Occupational Therapist
on and discuss ways to support at home. This is alongside the usual homework and home learning given to all the pupils.
SALT– Speech and Language Therapist CAF– Common Assessment Framework
It is also really helpful to keep school informed of any agencies you are working with as sometimes communication between agencies can be slow. Allowing staff to copy reports and letters you have received, can sometimes speed things up. For some agencies, if you miss your appointment, even for legitimate reasons, you have to wait a period before rereferral. Therefore it is essential you keep in contact and reschedule if needed.
Special Educational Needs and Disabilities
EHA- Early Help Assessment
Information Leaflet
TAC-Team Around the Child
For Parents and Carers
BPSS– Behaviour and Pastoral Support Services LLS- Language, Literacy Specialist Services
Step3– SEND Support
The Structure of SEND support… Step 1-Quality First Teaching
Inclusion at Langshott At Langshott Primary School we believe in an inclusive education, where all pupils receive the help and support they need, integrated into their daily routine. We are able to offer
All children in school receive Quality First Teaching from their class teacher. This means that the teacher ensures work is motivating and at an appropriate level. Children’s progress is monitored closely. Children who are making slow progress are identified and given additional group support to increase the rate of progress.
Step 2- Early Intervention
programmes and emotional or behaviour support, as well as working alongside outside agencies. Children who may require additional support to reduce barriers to learning, are those with; Special Educational Needs, Physical Disabilities, English as an Additional Language, social,
If the child does not make adequate progress in the class based groups, the child is added to the Inclusion Register and additional support is planned. The child will be closely monitored by the class teacher and SENCo. This is called Wave 2 support.
emotional and mental health needs, attendance difficulties, and Gifted and Talented Learners.
If the child makes significant progress they are moved back to Early Intervention stage.
Step 4– SEND Support
a wide range of support within the school, including academic
At this stage a child will be given a one page profile and ISP. This document shares clear, layered targets and details support that will be given. All Wave 3 Plans are collated by the teacher, child and parents. The child will also receive 1-1 support regularly at this stage to address these targets. This is called Wave 3 intervention.
If the child makes appropriate progress they are removed from the Inclusion Register .
If the child does not make progress and there continues to be concerns, the child is moved to the SEND Support category on the Inclusion Register.
If the needs of the child grow and are not being meet at the SEND Support Stage, external agencies will be contacted to gain support. If the child makes significant progress they are moved to SEND support. An EHA may be completed.
Step 5– Education Health Care Plan If the external agencies (alongside school) do not manage to significantly impact upon the child’s progress and it becomes clear the need will be long term, the school or parents will apply for an Education Health Care Plan. This used to be known as a Statement. The Local Authority (LA) will usually make a plan if it decides that despite all of the special help, the child needs cannot be fully met from within the school’s existing resources. These resources could include money, staff time or special equipment.
