Identification Process

How do we know if a pupil needs extra help, what is the identification process?

The new SEND Code of Practice 2014 states that there are 4 types of Special Educational Needs and Disabilities (SEND).  These have been decided by the department for education.

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory or physical

If a student has SEND, then their needs will fit into one or more of these categories.

The SEND Code of Practice 2014 says that a child has special educational needs or disability (SEND) if they have a learning difficulty which calls for special educational provision to be made for them.  At Littletown Academy, we recognise that:

 

  • A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.  
  • A child of compulsory school age or a young person has a learning difficulty or disability if he or she: 
  • has a significantly greater difficulty in learning than the majority of others of the same age, or   
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

At Littletown Academy, we recognise that students make progress at different rates and not always in a steady linear pattern.  Therefore, students are identified as having SEND in a variety of ways, including the following:

  • Liaison with primary school/previous school/nursery or pre-school setting
  • The student performing significantly below expected levels
  • Follow our School Referral Pathway- Graduated Response Tool
  • Concerns raised by parent/carer
  • Concerns raised by teacher
  • Liaison with external agencies, e.g. physical health diagnosis from paediatrician

If a student is identified as having SEND then their name will be added to the SEND register, but we do also recognise that students’ needs may change over time, and provision must reflect this.  The aim of any additional provision is for the student to achieve age related expectations, so once they reach this threshold they may be removed from the school SEND register.  If they fall behind again at any point, then they may be added to the register again.

Below is a chart that shows the cycle of identification for our SEND pupils.

Stage 1: Quality First Teaching

Stage 2: Early Action: Teacher/Teaching Assistant & SENCo to discuss and identify actions through Graduated Response Tool.

Stage 3: Accelerated Action: Pupil to start on tailored intervention (lasting 6-8 weeks) and provide additional support in class- make parents aware

Stage 4: SEND Support: SENCo to observe and assess and discuss further with teacher,

Teacher to identify ‘My Plan’ needs, provision and targets to be reviewed- involve parents

Stage 5: Wider Support : Higher/ wider needs identified. Request assistance from outside agency/ies.

Follow recommendations and ensure ‘Plan, do review’ cycle/ - involve parents  Gather information

STATEMENT / EHCP (Education, Care and Health Plan) and additional ‘top-up’ funding if required.

 

Identification Process

We follow the recommended ‘Graduated Approach’ to supporting pupils with SEND.  This involves a continual cycle of: assess-plan-do-review

Assess- Assessments of a child’s SEND needs will be made, using our assessment and identification tools.

Plan- interventions and support plan put in place.  This can be at an individual level or at group work level. 

Do- Follow all recommendations and interventions over a specific period of time (usually 6-8 weeks)

Review- Teachers and Teaching Assistants, along with the SENDCo will review the impact of the support and interventions, this is usually every 6-8 weeks.  We will then plan new targets and ‘next steps’

Following the cycle of identification for our SEND pupils, if the interventions have not been successful and there is still a concern regarding your child’s progress, then the class teacher and SENDCo will write a My Plan.

A My Plan sets out the areas of need and what provision/resources we will put in place.  The My Plan is a working document that you will be able to look at and discuss with both class teacher and SENDCo.  The My Plan will be reviewed each term. At the review a number of outcomes could happen:-

  1. Your child has made progress in the identified area of need and therefore no longer requires a My Plan
  2. There is still a little progress to be made but the interventions and provisions set out in their My Plan are working, we then may agree to set some more targets and continue provision for a set period of time. 
  3. Although interventions and resources have been put in place over a set period of time, progress has not been made so we will then plan to make contact the relevant outside agencies for further advice. 

You will be involved in the process at every step of the way. 

At Littletown, we have strong links with a range of outside agencies.  These include:- 

Education Psychologist
Speech and Language Therapist
School Nurse
Communication & Interaction
Visual Impairment Team
Behaviour Support
Vranch House – Occupational Therapists
Splitz
Balloons
Honeylands 

 
Identification Process:
 
We follow the recommended ‘Graduated Approach’ to supporting pupils with SEND. This involves a continual cycle of: assess-plan-do-review

Following the cycle of identification for our SEND pupils, if the interventions have not been successful and there is still a concern regarding your child’s progress, then the class teacher and SAFS team will write a My Plan.

A My Plan sets out the areas of need and what provision/resources we will put in place. The My Plan is a working document that you will be able to look at and discuss with both class teacher and SAFS team. The My Plan will be reviewed each term, at the review a number of outcomes could happen:-
  1. Your child has made progress in the identified are of need and therefore no longer requires a My Plan
  2. There is still a little progress to be made but the interventions and provisions set out in their My Plan are working, we then may agree to set some more targets and continue provision for a set period of time.
  3. Although there have been interventions and resources put in place over a set period of time, progress has not been made so we will then plan to make contact with our Education Psychologist for further advice.
You will be involved in the process at every step of the way.
 
At Littletown, we have strong links with a range of outside agencies. These include:-
  • Education Psychologist
  • Speech and Language Therapist
  • School Nurse
  • Communication & Interaction
  • Visual Impairment Team
  • Behaviour Support
  • Vranch House – Occupational Therapists