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- National Helpline
Supplying you with information, advice and support
Support that mainstream school should provide for children with SEND.
Every child with identified special educational needs should have support where it is needed. This is likely to mean that help is additional to or different from the support given to other children of the same age. Support will initially be given through a setting’s own resources. This is called SEN support.
The SEND Code of Practice 2015 (6.1) says:
“All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:
- Achieve their best.
- Become confident individuals living fulfilling lives; and
- Make a successful transition into adulthood, whether into employment, further or higher education or training.”
The purpose of SEN Support is to help children and young people achieve the outcomes or learning objectives set for them by school. Schools should involve parents, children and young people.
Because every child is different and has different needs, the support your child receives may be quite different from another child’s support.
Schools may also arrange support in different ways too. So, it may not look the same in every school.
Information about a school’s SEN provision can be found on their SEN information report.
Every school must publish a SEN information report about the SEN provision the school makes. You can find this on the school’s website. You can also ask your child’s teacher or the school’s Special Educational Needs Co-ordinator (SENCo) for this information.
SEN Support can take many forms including:
The SENCo (Special Educational Needs Co-ordinator) is the person who coordinates all SEN support the children receive and helps staff to deliver this.
Do contact the teacher or the SENCo if you have any concerns/questions about your child’s support.
The SEND Code of Practice 2015 (6.17) says:
“Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.”
The process the school should use to meet these duties is known as the Graduated Response.
This is based on four steps:
Teaching staff should work with the SENCo to assess your child’s needs, so that they give the right support. They should involve you and your child in this.
The SEND Code of Practice 2015 (6.45) says:
“Schools should take seriously any concerns raised by a parent. Sometimes schools will seek advice from a specialist teacher or a health professional. They should talk to you about this first.”
If the school decides that your child needs ‘SEN Support’, it must tell you. The school should talk with you about the outcomes that will be set, what help will be provided and agree a date for progress to be reviewed.
Your child’s class or subject teacher is usually responsible for the work that is done with your child and should work closely with any teaching assistants or specialist staff involved. The school should tell you who is responsible for the support your child receives. All those who work with your child should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required.
The school should review your child’s progress, and the difference that the help your child has been given has made, on the date agreed in the plan. You and your child should be involved in the review and in planning the next steps.
Plymouth has a new website which has detailed information on Plymouths approach to Inclusion and can be found at: Plymouth’s Graduated Approach to Inclusion (GATI)
PIASS also has resources on:
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