Inclusion

Educational Provision for Children with Special Educational Needs (2014)

From September 1st 2014 the new SEND Code of Practice came into effect.

The aim of the reforms is to join provision across education, health and care and now spans birth to 25. Intervention should be made at the earliest possible point in a young person’s life and they and their parents should be fully involved in decisions regarding their support and outcomes.

Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff” – DfE 2014

SEN provision at St Theresa’s comprises of:

Quality First Teaching: All class teachers must be aware of the needs and requirements of their pupils and plan and differentiate accordingly.

The Graduated Approach is at the heart of whole school practice as we are continually assessing, planning, implementing and reviewing our approach to teaching all children where a potential special educational need has been identified, this process becomes increasingly personalised and responds over time to a growing understanding of the child’s or young person’s barriers to and gaps in learning and an increasingly individualised assessment of need cyclical process enables schools to continually reflect on its approaches to meeting a child’s needs.

In order to implement the Graduated Approach we should use the Assess, Plan, Do, Review cycle.

Click here to view more on our inclusion and provision process.