Quality first teaching by the class teacher
For your child this would mean:
- That the teacher has the highest possible expectations
- That all teaching is based on building on what your child already knows, can do and can understand
- Different ways of teaching (for example, practical activities and visual supports) are in place so that your child is fully involved in in class
- Specific strategies (which may be suggested by the SENCOs or outside agencies) are in place to support children to learn
Targeted Support: Interventions
- These may be run in the classroom or in sessions outside of whole class learning
- They may be delivered by a teacher, Teaching Assistant (TA), who have had specific training to run these groups
- Children will engage in group or individual sessions with specific targets to help them to make progress
- All interventions are planned under the guidance of the SENCO and class teacher.
- All interventions are monitored and reviewed termly by the SENCO and class teacher.
This may be from Local Authority central services such as:
- Speech and Language Therapy service
- Derbyshire Educational Psychology service
- Behaviour Support
- Occupational therapy
- School nurse
- Autism Outreach Team
- If a child does not respond to the above support and interventions over time, they can receive an IEP support plan. This document will outline the child’s needs and targets will be set alongside parents and external agencies, using the graduated approach of ‘Plan, Do, Assess, Review’.
Specified Individual Support
- This is provided for children with an Education Health and Care Plan (EHCP). EHC plans are given to children who need additional support above and beyond the support outlined in the above categories. This support is available for children whose learning needs are severe, complex and lifelong.
- Children will continue to receive
- Quality First Teaching
- Targeted Interventions
- Support from outside agencies such as SALT, EP, OT