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SEN support is a four stage cycle also called the graduated approach. It is help that is additional to or different from the support generally given to most children/YP of the same age.

When supporting and involving children and young people in exercising a
function under Part 3 Children and Young people in England with Special
Educational needs or disabilities the local authority must have regard to the
following matters in particular:

(a) the views, wishes and feelings of the child and his or her parent, or the young

(b) the importance of the child and his or her parent, or the young person,
participating as fully as possible in decisions relating to the exercise of the
function concerned;

(c) the importance of the child and his or her parent, or the young person, being
provided with the information and support necessary to enable participation in
those decisions;

(d) the need to support the child and his or her parent, or the young person, in
order to facilitate the development of the child or young person and to help
him or her achieve the best possible educational and other outcomes.

SEN needs are classified under four broad areas of need (Chapter Six of the
SEN Code of Practice)
The Four Borad Areas of SEN
SEN Support and the Cycle of Assess, Plan, Do, Review
Assess, Plan, Do, Review -SEN Cycle

It is the class teacher or subject teacher (working with the SENCO) who is responsible for carrying out a clear analysis of a pupil’s needs, drawing on teacher assessments and
experience of the pupil.

Where it is decided to provide a pupil with SEN Support, the parents must be notified.
The teacher and the SENCO should agree in consultation with the parent and the pupil the
adjustments, interventions and support to be put in place, as well as the expected impact on
progress, development or behaviour, along with a clear date for review.

All teachers and support staff who work with a pupil should be made aware of their needs,
the outcomes sought, the support provided and any teaching strategies that are required.

The class or subject teacher retains the responsibility for working with the child on a daily basis. They should work closely with any teaching assistants or specialist staff involved and the SENCO should support the class or subject teacher.

Reviews should take place and inform feed back into the analysis of the child’s needs. The
Code is not prescriptive about how often reviews should take place. However given the
requirement to meet with parents three times a year good practice would suggest that such
reviews will be at least termly.

Section 6.65 of the SEN Code of Practice: Where a pupil is receiving SEN support, schools
should talk to parents regularly to set clear outcomes and review progress towards them,
discuss the activities and support that will help achieve them, and identify the responsibilities
of the parent, the pupil and the school. Schools should meet parents at least three times
each year

The decision to involve specialists can be taken at any time and should always involve parents.

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