Alison Brownfield

05/05/2010

Level 2 NVQ in Supporting Teaching and Learning L2

Unit 12 – Support a child with disabilities or special education needs
Task Sheet 3 – Supporting pupils with special needs
K1, K2, K3, K7, K11

From the time a child starts in mainstream education each child will start being
assessed on their individual development and whether they are meeting specific
targets, which are relevant to their age, and specific basic skills are known and
understood. For example, the Salford test (reading) and Neal test
(comprehension) may be used to assess a child’s development and if there are
discrepancies as to the progression of a child’s learning, then it is possible that
the child has a SEN.

School Action
In the case of a child consistently not progressing as per their peers the class teacher
will intervene and approach the parents of the child and make it known that the child
may have a SEN requirement. A parent will know their child and be able to assist in
detailing more specific information about their child outside the school confines. They
too may have noticed a difference in their child and together the school and parents
can action the best possible plan for the education of their child. Details of the child
and their home life and background can be assessed, medical information gained and
accessed and an IEP (individual education plan) or IBP (individual behavioural plan,
if behaviour is the issue) can be drawn up to assist the child in their learning. K3

The school SENCo will be enlisted to assist with the IEP / IBP and where possible
additional learning support or the help of outside help may be sourced. This may be
the help from specialists such as speech and language therapists, health workers or
physiotherapists. Resources within the school will be looked at and if specialist aids
and equipment are required, how and where they can be sourced from and how they
are to be used correctly to assist with the child’s learning. It might be that the child is
on the gifted and talented register and this also could mean that the child requires SEN
intervention. K7 and K11

The child will then continue to be assessed to see if they are progressing and
achieving set targets. The SMART test (specific, measurable, achievable, realistic,
time) is the method most commonly used by teachers to assess children progression
and will be applied in the case of School action. Retesting of a child’s abilities will
then be re evaluated at a set date (termly, half termly, year) and a decision made as to
whether the child is then required to be placed on Action plus.

School Action Plus

If after assessment the child on School Action is felt not to have progressed or is in
fact regressing then the SENCo, teacher, head and parents of the child will come
together to discuss what the next stage of action is required. This is classed as School
Action Plus and additional agencies and specialist will be enlisted to decide what is
required in the regards to the child’s education. (Cont/)
 Alison Brownfield
05/05/2010
(The SEN Code of Practice and the Schools Inclusion Policy will form a basis in the
expectation that the school should adhere to). K1

With the assistance of the SENCo at the school, the child’s parents and other
specialist (child’s practitioner, EP (educational psychologist), Social Services, School
Nurse, Specialists) then a plan of action to make changes to assist the child’s learning
either on a one to one basis, adapting the current curriculum so that the child can
achieve set tasks etc and progression can be made. New targets and IEP’s / IBP’s can
be set and recorded. K2

Statutory Assessment

Dependent on the age of the child and where they are in the academic year group the
SEN Code of Practice is very clear on what is required from the school and how and
when to apply for a Statutory Assessment (SEN Code of Practice 5:62). For example
at South Green Infant and Nursery School and in the case of child x, 6 IEP’s/IBP’s
had been filed and no significant progression had been made. The child’s parents and
other outside specialists along with the SENCo and head felt it was time to apply for a
Statutory Assessment.

Under the Code of Practice the formal assessment should be carried out within 26
weeks and is broken down into a set agenda. The school must be able to provide
written proof that School Action and School Action Plus have been implemented and
progression and achievment not met. (The SEN Code of Practice 5:64 clearly states
what is required). These details will be submitted along with medical records, agency
support and specialists that may have been involved with the child already and a
Statutory Assessment requested from the Local Education Authority (LEA). The
assessment will be made and an if deemed necessary then the child statmented. Whilst
this process is taking place the child will continue with School Action Plus.

Annual Review

On the anniversary of a Statement of a child then a meeting will be called and all
concerned asksed to attend. This will include the Head, parents of the child, the
SENCo, LSA (if one specific LSA has been with the child or the most senior LSA
who has been working with the child, class teacher, any outside practioners that have
been advising on the child and the Educational Psychologist. The child may be invited
however in the case of young children this might not be deemed appropriate. The
meeting will celebrate the childs achievements and progression and new criteria and
new targets set for the coming year. Minutes of the meeting will be taken and sent to
all present and the LEA. These minutes will also stay in the childs file and in the case
of a child moving into another school or year group then sent to the new Head.