SEND
SENCO days and contact
ASSESS – PLAN – DO – REVIEW
We follow the cycle in the Graduated Approach of Assess, Plan, Do and Review. As part of this we work with you to remove barriers to learning and support your child in school. The termly plan is known as an Individual Education Plan (IEP) and is supported by a Pupil Profile which we review with you each year.
Communication with you is very important and we meet with you three times a year to look at the progress your child is making in all areas. These are:
September: Term 1: IEPs sent to parents/carers:
October: Meeting with class teacher
January: Term 1 IEPS reviewed and Term 2 ones sent to parents/carers:
February: Meeting with Class teacher
March/April: Term 2 IEPs reviewed and Term 3 ones sent to parents/carers:
May-June: Meeting with Miss Frain (SENDCo) to review progress and update profile
July: Term 3 IEPs sent out to parents/carers
What do you need to know about interventions for your child?
At Gilmour Primary School we have different waves of intervention –they are based on Quality First Teaching in the classroom and we
always try to make sure that in a warm and inclusive environment your child will be able to thrive.
To intervene or not? That is the question…
All children at our school are entitled to be educated alongside their peers with reasonable adjustments made for their learning and social needs. The majority of this is delivered in the mainstream classroom and supported with separate breaks and lunchtimes, a separate breakout area for children on the yard at lunchtime and additional support through clubs and parental support groups.
What are the interventions?
In working with you, we may find that your child needs more support. This comes under 4 categories:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Physical and Sensory Needs
Wave 2
At this point, you might find that your child goes onto a monitoring list to see if the adjustments we make in class, or through a small group approach makes a difference to their learning, wellbeing and
engagement. This happens for 10 weeks and is then reviewed by the class teacher with the subject leads and the SENDCo.
If your child has made sufficient progress, we will continue to monitor but would expect them to be applying their learning and strategies in class and in their friendships on the playground – this is a very important time so that we can celebrate success but also make changes if the child needs them.
Communication with you is very important to us at all stages.
The Third Wave
In WAVE 3, we look at more focussed 1:1 support through external agencies and Individual Plans which may lead to an Education Health Care Plan.
It is important that we know whether these interventions are helping the children develop the skills to build resilience, make the steps of progress expected of them and also to address when this is not the case.
- What are the interventions in Cognition and Learning
- What are the interventions in Communication and Interaction
- What are the interventions in Social, Emotional and Mental Health
- What are the interventions in Physical and Sensory Provision
- A Sensory Diet
