What are the different types of support available for children with SEN and /or disabilities at Gallions Mount School?

All children at Gallions Mount School will receive Class teacher input via good/outstanding classroom teaching.

  • The teacher will have the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
  • Putting in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable your child to access the learning task.

 

Any child who has specific gaps in their understanding of a subject/area of learning can access specific small group work (Intervention Group). This group may be

  • Run in the classroom or outside.
  • Run by a teacher or (most often) a Teaching assistant who has had training to run these groups.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.
  • He/ She will plan group sessions for your child with targets to help your child to make more progress.
  • A Teaching Assistant /teacher (or outside professional (like a Speech and Language Therapist)) will run these small group sessions using the teacher’s plans, or a recommended programme.

 

Some of the children accessing intervention groups may be at the stage of the SEND Code of Practice called SEN Support, which means they have been identified by the class teacher as needing some extra support in school after putting strategies in place at class level.

 

Children with specific barriers to learning that cannot be overcome through whole class good/outstanding teaching and intervention groups may access specialist groups run by outside agencies eg, speech and language therapy.  Some children may access individual support as a guide of around 20 hours and below.

  • If your child has been identified as needing more specialist input instead of or in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
  • Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set targets which will include their specific professional expertise
    •  Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g a social skills group or sensory circuit
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place.

 

For children whose  learning needs are Severe, complex and lifelong and need, as a guide, 21hours or more, of support in school:

Support  is provided via an Education, Health and Care Plan (EHCP). Or if your child has had this type of support for some time, may be provided by a statement of Special Educational Needs.  This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual and small group teaching,(as a guide 21 hours or more in school), which cannot be provided from the resources already delegated to the school.

 

Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and/or CAMHS
  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich web site:  www.royalgreenwich.gov.uk
  • Your child’s school/setting will have been putting together a profile of your child’s aspirations and needs over time, and you will have been involved in Team around the Child (TAC) meetings as part of this process. The school will then meet with you and other professionals involved, and decide if it would be helpful to apply for a statutory assessment, and agree any additional information and evidence that should be included from you, other involved professional and them.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will look at the advice provided and ask you and any other professionals involved with your child to write a report outlining your child’s needs, if this is not already included, or information is missing. If they do not think your child needs this, they will ask the school to continue with the support at SEN Support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and as a guide, they need 21 hours of support, or more, in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the SEN support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan or Statement (if your child still has one) will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

 

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