If a child has difficulties with learning, their teacher will adapt teaching methods and materials to suit the child’s style and rate of learning. If there are still concerns, then the child may have special educational needs (SEN) and SEN Support will be put in place.
For further information read chapters five and six of the SEND Code of Practice 2015.
You and your child should be at the centre of any decision-making. This is called person-centred planning and can include person-centred reviews. It may be useful for a one-page profile to be drawn up so your child's voice can be heard.
A teacher and the setting’s special educational needs and disabilities coordinator (SENDCo) will look at the information already gathered about the child or young person’s progress. They will think about whether they need to do further assessment.
Assessment will help everyone to understand the support that is needed. This is the start of a graduated approach called SEN Support.
Settings must use a graduated approach with four stages of action:
It is called the graduated approach because it may take several cycles of intervention and different strategies being tried, before support needs are understood and met.
A setting is able to access more specialist assessments and provision from external agencies if necessary. This should be clearly set out in the setting’s SEN information report.
The child’s needs are identified so that the right SEN Support is given. The assessment should include: