FAQs

We know when pupils need help if:

• Concerns are raised by Parents/Carers, teachers or the child
• Limited progress is being made
• There is a change in the pupil’s behaviour or progress

The class teacher is the initial point of contact for responding to parental concerns. If you have concerns, then you may also contact Larissa Fox who is the SENCo (Special Education Needs Co-ordinator) or Andrea Laskey (Inclusion Lead)

Their contact details can be found on the special educational needs tab.

Each child’s support plan will be created with the SENCo, child, yourself and class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. If a pupil has needs related to more specific areas of their education, then he/she will receive intervention in a small focus group. This will be run by the teacher or by the teaching assistant and last a few weeks – usually half a term. Interventions are carefully planned and assessments are completed to identify the impact and progress made. Pupil progress meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This is an opportunity to identify any potential barriers in order for further support to be planned. Occasionally a pupil may need more expert support from an outside agency eg Occupational Therapy, Educational Psychology, Speech and Language etc. The SENCo will refer, with your consent for further advice and recommendations. Governors ensure that the Doveshell Federation is as inclusive as possible and treats all children and staff in an equitable way. They also monitor and review the accessibility plan and all other statutory policies as defined by the DfE.

A child with special needs will have their work differentiated by the class teacher to enable them to access the curriculum more easily. The Class Teacher may direct Teaching Assistants (TA’s) to work with the pupil in a 1-1 or in a small focus group to target more specific needs. If a child has been identified as having a special need they will have specific targets and objectives set according to their need. These targets are monitored by the class teacher and reviewed during the year alongside the SENCo. If appropriate, specialist equipment may be given to a child with special needs to enable them to access the curriculum more easily. Examples of these are fidget toys, concentration cushions, slope boards, pencil grips, timers, chew toys and pop up barriers. (See school information report for more information).