What types of support may be suitable and available for my child?
This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;
• Communication and interaction
• Cognition and Learning
• Social, emotional and mental health
• Sensory and/or physical needs
At Sir John Lillie Primary School, we have a 3 tiered approach to supporting a child’s learning.
Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs. Teachers will differentiate tasks and outcomes to match learning to meet your child’s needs. This may also include a support member of staff in the classroom to support pupils with SEN.
Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four-part approach of
a) assessing your child’s needs
b) planning the most effective and appropriate intervention
c) providing this intervention
d) reviewing the impact on your child’s progress towards individual learning outcomes.
This will usually be in the form of interventions which are robustly monitored. All interventions have outcomes and take place for set periods of time. These are closely monitored to ensure they are highly effective and are ensuring the children are making good or better progress. If progress is not sufficient then a different type of provision may be provided.
Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils’ access to these specialists may be through an education health care plan.