How will Littletown support my Child?
Your child’s teacher is primarily responsible for the progress of all children in their class. They are trained to teach children with all types of additional learning requirements and are responsible for making the curriculum accessible to all students. As well as support from your child’s teacher, the SAFS Team will be responsible for:
- overseeing the day-to-day operation of the school’s SEND policy
- co-ordinating provision for children with SEND
- liaising with the relevant Designated Teacher where a looked after pupil has SEND
- advising on the graduated approach to providing SEND support
- advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- liaising with parents of pupils with SEND
- liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
- being a key point of contact with external agencies, especially the local authority and its support services
- liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
- working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- ensuring that the school keeps the records of all pupils with SEND up to date
- Working alongside the SAFS Team to plan and implement specific interventions.
- In line with the SEND Code of Practice 2014, there is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels. The SAFS Team is responsible for making this happen.
- Requesting Additional resources to further support your child (if this is necessary)
Sometimes, some students require additional support to make progress across the curriculum. The SAFs Team and class teachers are responsible for organising intervention for an individual or small group of students:
- Additional adult support in the classroom Learning Support Assistants (LSAs) support the teacher in helping the learning of whole classes; the Learning Co-ordinator also is able to direct a limited amount of ‘hours’ of additional adult support in the classroom, particularly in cases where there is evidence that students are significantly below the expectations for their age
- More focused sessions – when students comes out of some lessons for pre-arranged sessions with LSAs on, for example, Auditory Processing Interventions, Speech & Language interventions, early reader scheme, mighty maths, handwriting, reading, numeracy, study skills, organisation skills, social skills, life skills etc.
At Littletown, we understand that children’s needs can be more complex. Although we have set out a number of interventions that have been tailored to meet the most significant and common needs within our school, we are always adapting interventions and developing new initiatives to help support the wide range of needs pupils have.