1. For Parents

2.  21% of children nationally are identified as SEND (special educational needs and/or disability) = 17 million pupils

3.  School action  Devonshire Road - 5.7% (26 children)  National - 9.7%  School Action Plus (13 children)  Devonshire Road - 4.9% (3 pending - 5.8%)  National 7.7%  Statements  3 children, 2 pending  Barrier to learning most prevalent – speech, language and communication needs

4. Ensure that the head teacher and teachers are accountable for the following:  All legal requirements are being met,  Children are making good progress,  Provision is put in place to meet the needs of the SEN pupils.

5. Ensure that:  All legal requirements are being met,  Children are effectively identified,  Provision is put in place to meet the needs of the SEN pupils  Provision is monitored to ensure good progress is being made,  SMT (Senior Management Team), governors, governor with responsibility for SEND, outside agencies and parents are informed and encouraged to engage and meet the needs of SEN pupils

7.  Includes children and young people from the ages of 0-25 to ensure a successful transition to adulthood  Focus on views of children and parents - having an active role in decision making - 'person centred planning'  Focus on EYFS (Early Years Foundation Stage or Reception)- meeting the needs early - 'embed a culture of high expectations‘ from Reception  Provision to be made to enable pupils with SEN to 'close the gaps'  Ensure collaboration between services  Provision should include 'evidence-based' interventions  Graduated approach to meeting the needs of pupils with SEN  All support planned and reviewed by the class teacher  Single category of 'SEND‘ – school action and school action plus will no longer exist  4 areas of SEN - Communication and interaction, cognition and learning, social, mental and emotional health, sensory and/or physical. Behaviour is not a category as it is a symptom of other difficulties.  Education and Health Care Plan to replace ‘statement’  Introduction of notional funding, the local offer and the school offer

8. Qualifies for EHCP SENCO should seek support from external agencies Provision should be made within school

9. Wave 1 'Place' Quality first teaching Initial concern Classroom strategies - differentiation, rewards, liaise with parents Monitor closely over a term Form 1 Wave 2 'Place Plus' Pupil progress meetings Additional interventions to enable children to work at age related expectations Additional behaviour strategies involving other members of staff, e.g. TLR Monitor closely over a term Involve parents/carers Involve children Two week response Meet with SENCO Wave 3 SEND additional support provision map completed and monitored - Form 2 highly personalised interventions delivered by teacher and/or teaching assistant, SENCO meets with parents and child SENCO requests a formal assessment and/or advice from outside agencies Outside agencycomplete an assessment Outside agency send the report and/or attends meeting with SENCO, parents and class teacher further interventions added to the provision map 'High Needs Funding' Education and Health Care Plan Local Offer - Notional, Third Party Arrangements or Direct Payments (2014)

10.  One to one reading  Extra guided reading sessions  Reciprocal reading  Every Child A Reader  Comprehension  Phonics  Level 5 and 6 booster  Reading Buddies  Basic Sentence Construction  Improving Sentences  Improving Vocabulary  Handwriting  Ten Town  Every Child A Counter  Numbers Counts  Numicon  Hundred Square and Number Line  Word Problem Work  Improve Working Memory  Nurture  Improving Gross and Fine Motor Skills  EAL Support