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The emphasis to our commitment to supporting children with SEND is to provide a consistent approach to ensure that:
What is Quality First Teaching and SEN Support?
Teachers are responsible and accountable for the progress and development of the pupils in their class including those receiving support from TAs or specialist staff.
High-quality teaching, differentiated for individuals, is the first step in responding to pupils who may/or may not have SEND.
Additional intervention and support cannot compensate for a lack of good teaching.
Some pupils (LA) may be just behind ARE, but would be making some progress, These pupils should make ‘good’ progress with QFT and effective classroom practice and may need CT directed class-based intervention.
SEN Support is….
Where good quality first teaching is NOT meeting the pupils’ educational needs and the person requires additional or different support beyond classroom practice available to pupils of the same age.
We recognise the areas of need as defined in the Code of Practice:
Cognitive and Learning (C&L)
Communication and Interaction (C&I)
Social, Emotional and Mental Health (SEMH)
Sensory and/or Physical
To ensure that ALL children are given the opportunity to achieve their potential, we follow a graduated approach that carefully tracks the support given and allows for informed judgments and decisions to be made with the child’s best interests at the heart of the provision we provide.
Stage 1: Classed Based Support
Stage 2: Classed Based Support with SENco Advice (once all QFT strategies have been exhausted, Early Identification forms are completed and discussed at termly In School Reviews (held three times a year))
Stage 3: SEND Support
Stage 4: SEND Support with External Agency Input.
More details of this approach can be found below.