Policies for Making Provision for Pupils

What are the school's policies for making provision for pupils with special educational needs whether or not pupils have EHC Plans, including  how the school evaluates the effectiveness of its provision for such pupils?
Otterton C of E Primary school:
  • Has a clear system in place for evaluating quality of provision by reviewing staff expertise through classroom observations, linking to appraisal/performance management systems.
  • Evaluates the quality of provision through rigorous analysis of pupil progress including work analysis and pupil observations.
  • Regularly reviews and evaluates the impact of SEND provision on the progress, attainment and well-being of SEND pupils.
  • Reviews attendance and exclusion data for SEND pupils.
  • Tracks the progress of different pupil groups and cohorts – e.g. Autism Spectrum Disorder (ASD), pupils with Dyslexia etc.
  • Monitors the impact and success of specific interventions through comparison of pre and post intervention data.
  • Has a well-designed and comprehensive school improvement plan that accounts for specific development of SEND provision and addresses any areas of weakness.
  • If a learner is identified as having SEND, we will provide support that is ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching’ intended to overcome the barrier to their learning. This support is set out in our whole class Provision Maps.
  • This additional support, ‘intervention’ will be tailored to meet the child’s needs, and will target the area of difficulty. This support may be provided in class or in another area of the school, on a 1:1 basis or as part of a small group of learners with similar needs. These ‘interventions’ may be run by a teacher or a teaching assistant. The support provided, and its impact in class, will be monitored closely and shared regularly with the child and with their parents or carers.
  • Regular reviews will take place to ensure that the intervention is having the intended effect. Should progress be less than anticipated, consideration will be given to adapting the frequency and/or intensity. The termly reviews will involve children and their parents or carers, as well as class teachers, and a record kept of agreed actions. Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals, with the parent’s consent. This might involve: Speech & Language Therapy services, Occupational Therapist, Physiotherapist, an Advisory Support Teacher or Educational Psychologist or health services such as a Paediatrician.
Where a child has an Education, Health and Care plan (EHC), there will be an annual review held in addition to the termly review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.