How is the decision made about the type and how much support my child will receive?
Parents/ carers will be involved in discussions about the type and how much support children receive. Discussions about this usually take place as part of the Inclusion Passport review process although we welcome your input at other times – please make an appointment to see your child’s class teacher or the SENCO at if you would like further information or you have any concerns.
Support is assessed on an individual basis. Teaching Assistants are allocated to each class during morning sessions in order to support groups of children, including those with Special Educational Needs. Intervention groups are also used to support children with similar gaps in learning or skills. These can involve the development of Literacy and Numeracy skills and may also involve the development of social skills. Some children may need some one-to-one support from an adult in order to focus on the development of skills which are specific to their needs. Each type of support is reviewed regularly by the child’s class teacher and the SENCO in order to evaluate its effectiveness. Support may be short or long-term, depending on the needs being addressed and how well your child responds to the support.
Children who have an Educational Health Care Plan (EHC Plan) will have additional one-to-one support in order to meet the objectives from the plan. Additional meetings will also be carried out in order to structure the support given to these children.