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What support is there?

How will school support my child?

Who will oversee, plan and work with my child and how often?

 

• Our INCo oversees all support and progress of any child requiring additional support or adaptations across the school. She will liaise with any relevant professionals for advice where needed. She will have knowledge of the pattern of participation in school life of specific disabled pupils in school and communicate with the pupil and their family to not exclude a disabled student from school life because of their disability.

 

• The class teacher will oversee, plan and work with each child with Special Educational Needs and Disabilities in their class to ensure that progress in every area is made. They will in turn liaise with the INCo. They will have thorough knowledge of all SEND needs in their class.

 

•If your child has an EHCP (Education Health Care plan) with dedicated time, a carefully chosen SNA (special needs assistant) will support your child and liaise closely with the class teacher and INCo. They will have the relevant training and guidance to best support your child.

 

•The school will endeavour to train the adults in school to best support any disabilities your child may have. Their needs will be planned for and addressed within their learning environment. Some examples being – administering medication, having an understanding of mental ill health to best support an inclusive approach, providing adequate adjustments for a wheelchair and an emergency evacuation plan to support any safety concerns, taking advice from STAVI (Specialist Teacher Advisor for Visual Impairment) and mobility officers to ensure a child with visual impairment can access their learning, support with personal care.

 

• There may be an LSA (Learning Support Assistant) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The LSA will work under the guidance of the class teacher and the INCo to provide the best outcomes for your child. A personal plan or IBMP (Individual behaviour management plan) will indicate the timings and regularity of this support and be shared with you at parent/ teacher meetings.

• A personal plan is a document that helps your child’s teacher to plan for your child, target areas of need, and review their progress. The personal plan contains details of short-term targets and strategies for your child, which is different from or additional to those in place for the rest of the group or class alongside their progress data. The aim is for any intervention your child receives will help them begin to close the gap between them and their classmates and Age Related Expectations. The teacher will follow a plan, do, review cycle and feed back to you on your child’s progress. We wish you to feel involved all the way through the process.

• Our excellent support team of LSA’s have relevant up to date training on interventions and strategies to best meet the needs of your child and the outcomes set on the personal plans, health care plans and specific needs around disabilities. They work closely with the INCo and class teacher to monitor progress against the targets set and the outcomes for your child.

 

• An IBMP – is a document that helps your child’s teacher to plan for how best to support your child with any emotional social and emotional difficulties. It will involve thinking about how the environment can be adapted and the teaching of new skills.

 

 

•On occasion a child with more specific Social Emotional and Mental Health Needs may require a Positive Behaviour Plan which describe the type of situations that a pupil finds difficult and what they and others can do to help them cope with distress. They are a useful way of encouraging those supporting the person to respond consistently and understand what maintains an individual's challenging behaviour. They outline the behaviours your child presents and the underlying function of the behaviour. They plan proactive strategies specific to the individual and reactive strategies for when behaviours occur- agreed by school and parents in the best interest of the child. They will be regularly reviewed with the aim of reducing distress and therefore challenging behaviour.

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