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What happens if my child is identified as having Special Educational Needs?

Firstly, we work hard to meet the needs of our children. Our first priority is to really get to know them and to understand their strengths and difficulties. Once this has been established we are then in a position where we can work together to ensure that their support is appropriate and timely, throughout their school day. This might include additional support and/or reasonable adjustments.

We continually monitor the progress of our pupils and follow our Graduated Approach to Assess, Plan, Do and Review, which is a cyclical process. 

Following assessment, if it has been identified that your child has Special Educational Needs the next steps are explained below:


All children will benefit from and have access to Quality First Teaching, where work will be differentiated appropriately to meet the individual needs of the children. Reasonable adjustments will be made and additional resources that are required will be made available.

Once an additional need has been identified a plan, called a provision map will be written by the class teacher in consultation with the child and parent. Additional advice might also be sort from the SENCO. The provision map will identify reasonable adjustments that are required and anything that is different or additional that needs to be put in place in order to meet the child’s individual needs.                                       


Once the plan is in place the reasonable adjustments and the additional and different provision will begin.

Teachers will continually be reflecting on their lessons and the child’s outcomes so that gaps in learning and misconceptions can be identified and addressed. It is often a privilege to be able to teach children with additional needs as this provides opportunities to see all the small steps that are required in order for progress to be made.

The class teacher remains responsible for any additional provision that is in place for the child, even if the child is completing an intervention outside of the classroom.


Each term the provision map will be formally reviewed – October, February and May. This will be completed by looking at impact of the interventions. You will be invited into school to discuss this. Decisions will be made as to whether the additional and different provision should continue or change in any way. Pupil progress meetings which take place with the class teacher and member of the leadership team will assist with this process. 

If progress has not been made then the SENCo may give further advice or consider seeking support from outside agencies such as Speech and Language Therapist (SALT), Occupational Therapist (OT), Educational Psychologist (EP), County Inclusive Support Service (CISS), School Nurse etc.