Who supports children with SEND in school?
All staff members work together to support children with SEND in school.
All teaching assistants are trained to deliver a range of small group and 1 to 1 interventions to support children’s additional needs. They support the teacher and SENCo in identifying and addressing children’s barriers to learning, assessing children’s progress and monitoring the effectiveness and impact of the interventions they carry out.
All teachers are trained to be ‘teachers of children with SEND’ and understand their roles and responsibilities under the SEND Code of Practice 2014. Teachers are trained to deliver ‘Quality First Teaching’ and follow the ‘Graduated Response’ model of assess, plan, do and review to ensure children’s individual needs are identified, provided for and regularly monitored.
The Head Teacher and SENCo’s (Special Educational Needs Coordinator) responsibility is to ensure school’s best endeavours are carried out to support children with SEND, as outlined in the SEND Code of Practice 2014. In addition, the SENCo, along with the Head Teacher and Senior Leadership Team, ensure that school are making ‘reasonable adjustments’ so children with SEND can access the curriculum and environments as outlined in the Equality Act 2010.
In addition, the SENCo supports teachers and parents, and works with specialist agencies and medical professionals, to ensure the school is supporting children with SEND so best outcomes are achieved. The SENCo follows the ‘Graduated Response’ model and closely monitors children’s individual progress and evaluates support and intervention to ensure children’s needs are being met.
The SENCo and Designated Safeguarding Leaders work closely together to ensure that children with SEND and other children are safe. They work collaboratively to produce risk-assessments to support children with SEND and involve specialist agencies when needed.