Good morning - Sunday 23rd July

Early Intervention & Support

Early Intervention & Support  

 

The first step in meeting needs at Staindrop School is through Quality First Teaching (QFT). This involves:

• Putting in place different ways of teaching so that your child is fully involved in learning in class.

• Ensuring that the teacher has the highest possible expectations for your child and all pupils in their class.

 

• Ensuring that all teaching is based on building on what your child already knows, can do and understands.

Staindrop have systems in place so that educational issues can be identified as early as possible, as part of QFT. Parents/carers will be contacted and an early discussion will take place. A ‘short  note’ of this discussion will be kept on file which detail next steps.  Further investigations and assessments may be completed which may result in the identification of a special educational need.

Assess, Plan, Do, Review cycle

Once a child is identified with a special educational need, the school will follow an Assess, Plan, Do Review cycle. This is explained below:

 

 

Assess - what are the needs of the student?

Plan - what support do we need to put in place?

Do - put the support in place

Review - after a set period of time (usually a term) review the impact and return to assessing the next steps

 

Targeted support for SEN

Each student will have an individualised pupil profile and/or SEN Support Plan. Specific support and strategies (which may be suggested by the SENCO or external staff) will be put in place to support your child to learn.

This targeted support may be in small groups or in class support. In some exceptional cases, this may be 1-1 support.

 

Intensive/highly individualised support

Students who are working significantly below expectations and are at a high level of SEN Support or have a Statement of educational needs or an EHC plan, may benefit from intensive intervention. This will made clear in their plan and it may involve a highly structured support programme which may be delivered by a specialist HLTA or in some cases a teacher, depending on the area of need.