SEND Support and Interventions

If pupils continue to have barriers to making progress, despite high-quality teaching targeted at their areas of needs, the class teacher, with support from the SENDCO, will assess whether a pupil has a significant learning difficulty, which may require further adaptive teaching or more highly tailored support or interventions.

Children identified as having SEND will be added to the schools' SEND register.  This will be discussed fully with parents/carers first.  We use the Oxfordshire SEND handbook and descriptors to help us identify whether a child has SEND needs and what their primary area of need may be. 

Children identified as having SEND will have a Pupil Profile written which will be discussed and agreed with parents and reviewed regularly. This will specify targets with support that will be closely monitored for progress.

A child that has been placed on the SEND register:

• That has continued to make little or no progress in specific areas over a long period
• Continues working at a level significantly below what is expected of a child of a similar age
• Continues to have difficulties in developing basic skills
• Has emotional or social/mental health difficulties which substantially and regularly interfere with the child’s own learning and that of others, despite having an individualised programme
• Has sensory or physical needs, and requires additional specialist equipment or regular advice from a specialist service
• Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning
• May need further assessment, outside agency input or a request to the local authority for an Education and Healthcare Plan (EHCP)

Education, health and care plans and assessments | Oxfordshire County Council