Assessment and identification
All class teachers regularly assess the progress of each of their pupils to check that they are learning well. Once a teacher has identified that a child is not making the progress expected, additional support will be given by the class team- the teacher or/and a teaching assistant working under the guidance of the teacher.
If, after this additional help, the child is still not making good progress the teacher will usually ask for advice from the school SENCo (special educational needs coordinator) who will recommend extra help and support. A student who is being given this additional support will have their progress tracked using the Graduated Pathway (see below).
An EHCP is an Education Health and Care Plan, this used to be known as a Statement of Educational Need. In order to be eligible and considered for an EHCP Assessment, the school will have needed to use every resource available to them in order to support the child or young person with SEND. When a parent or professional requests an EHCP Assessment, Coventry City Council will require proof that the Graduated Pathway steps have been followed and that the school has done everything that they can to address the child or young person's additional needs.
Teachers use a range of strategies to encourage children with SEND to concentrate on their work and manage any distractions. Children with SEND are also helped assess their own work- to think about what they have learned, what they can do well and what they need to do next.
The SENCo will work with teachers and teaching assistants to put in place support for the child. This additional help could include special books, learning activities, materials or computer programmes. The teacher or SENCO might also ask for advice from an outside professional, such as Social Emotional Mental Health and Learning (SEML) professional or a specialist from Complex Communication Team (CCT) or other SEN Support Service, so that the help offered is just right for the child. Parents/carers are informed at an early stage and their knowledge and views taken into account in planning any support for their child. This is the assess, plan, do, review cycle of actions. This cycle continues after a child has started to receive SEN Support.
What provision and support can I expect my child to receive in a Coventry School as part of the Graduated Pathway?
- Assess - find out how well the child is learning and what progress s/he has made. These assessments will include the teacher talking with the child to find what s/he thinks about their learning and what s/he they find difficult.
- Plan - decide what action to take to help the child make better progress, such as special resources or intervention programmes, or help from an adult.
- Do - carry out the intervention programmes or additional support for a period of time, usually no more than 12 weeks
- Review – assess the child’s progress again to find out what difference the extra help or intervention programme has made. Decide if this is the right help for this child and, if not, plan something else.
As illustrated in the Graduated Pathway diagram, all schools and settings are expected to put in place a range of interventions to support pupils identified with additional needs. This support is funded through Element 1 and Element 2 for pupils identified as requiring SEN Support. Through this graduated ‘wave’ approach, schools have a variety of interventions at their disposal to support a child or young person. To enable families, children and young people to understand the provision map of what schools should be providing to meet SEN needs in Coventry, view the ordinarily available provision in Coventry schools. This is provision that should be provided without an Education, Health and Care Plan.