This is where the setting makes additional or different provision to meet the needs of the child or young person (aged 0-25). This can include asking other professionals for their advice or support. The setting should take action to remove barriers to learning and put effective provision in place. This is done through a four part cycle of Assess, Plan, Do and Review.
Assess - the school or setting gets a clear understanding of the child or young person's needs through teacher assessment, the child or young person's progress and attainments, the views and experience of the parent, the child or young person's own views and, where relevant, advice from external professionals.
Plan - the teacher and Special Educational Needs Coordinator (SENCo) agree in consultation with the parent and child or young person the adjustments, interventions and support to be put in place, the impact it is expected to achieve and set a clear date for review.
Do - the support and interventions are put into place, with the class teacher remaining responsible for working with the child or young person on a daily basis. The SENCo supports the teacher in further assessment of the child or young person's strengths and weaknesses and advising on effective delivery of the support.
Review - the effectiveness of the support and the impact it has had on the child or young person's progress is reviewed on the agreed date. This then feeds into the assessment of the child or young person's needs and the support is then revised taking into account the child or young person's progress and development. This would then start the cycle again. The review process may indicate that a multi-agency approach to meeting the child or young person's needs, possibly using an EHAT (Early Help Assessment Tool) may be appropriate.
SEN support can be provided in a number of ways including:
- changing materials or equipment
- working with the child or young person in a small group
- helping the child or young person to take part in class activities
- helping the child or young person to work or play with other children or young people in lessons or breaks
- advice or support from external specialists such as educational psychologists, specialist teachers and therapists.