Mount Pleasant Junior School Graduated response to support and intervention for pupils with Additional Needs Stage Provision required Support and provision Assessment, recording and monitoring systems Monitored by 1 Universal provision (High quality first teaching)  High quality first teaching  A broad and balanced curriculum within an inclusive classroom  Personalised learning targets  Attention paid to different learning styles  Carefully planned differentiation, including practical, visual, concrete resources  Modelling by adults within the classroom  Curriculum assessment of progress to support target setting for pupils  Assessment for learning and constructive feedback  Differentiated planning and outcomes  Pupil aware of learning targets  Reviewed at Pupil Progress and Phase Review meetings with Senior Leadership Team  Assessment for Learning systems used to identify strengths/gaps Class Teacher 2 Early intervention support (Not on SEN Register) In addition to Stage 1:  Support within class through small groups and individual support (e.g. cut away, workshops)  Differentiation of the curriculum to meet individual learning needs  Tools and resources to support access  Differentiated planning and outcomes  Identifying pupils on planning  Pupil aware of learning targets  Reviewed at Pupil Progress and Year Review meetings with Senior Leadership Team  Assessment for Learning systems used to identify strengths/gaps Class Teacher LT/ SLT 3 Targeted, additional support (Not on SEN Register) In addition to Stages 1 - 2:  Investigation of strengths and needs  Early intervention and personalised provision  Inclusion of parents and child as part of a Plan – Do – Review cycle of targeted assessment  Targeted support within class through small groups and working individually with an adult  SENCo made aware (Concern sheet completed, detailing evidence of intervention, impact and outcomes )  Differentiated planning and outcomes Class Teacher SLT SENCo  Additional group or individual programmes  Evidence based interventions delivered individually or in small groups between 8-20 weeks (e.g. ELSA support, phonics and reading interventions etc). Reviewed 6 weekly.  Differentiation of the curriculum to individual learning needs e.g. alternative methods of recording  Tools and resources to support access  Pupil aware of learning targets  Reviewed at Pupil Progress meetings with SENCo  Assessment for Learning systems used to identify strengths/gaps  Intervention records completed weekly to record progress 4 Targeted, intensive additional support (SEN register) In addition to Stages 1 – 3:  Multi-professional planning and coordinated support may be in place e.g. E.P. Service, Outreach Services (SAOS), Health colleagues, PHIG and CAMHS.  Personalised support, working on an individualised curriculum  High levels of adult support and modelling to enable access to the curriculum  Personalised resources e.g. work station if appropriate  Inclusion of parents/carers, child as part of a Plan-Do-Review cycle of targeted assessment and intervention  Individual Education Plan reviewed at least termly  Identified on school provision map, reviewed at least termly  Access to an adapted environment if appropriate  Individual modifications to the curriculum  Pupil Passport  Individual Education Plan with at least termly review  IEP Progress Forms  Progress meeting with SENCo  SENCo monitoring provision  Intervention identified on whole school provision map.  SEND pupils identified by orange sticker on their books Class Teacher SENCo Request for a Statutory Assessment  As above 5 Provision over and above that which would be expected at universal and targeted In addition to Stages 1 – 4:  Education, Health and Care Plan (EHCP) reviewed annually (Annual Review)  Multi-professional planning and coordinated support e.g. E.P.  Annual Review Meeting  Annual Review Report  Pupil Passport  Individual Education Plan Class Teacher SENCo support levels because pupil’s needs are exceptional, severe, complex and long term. (SEN register – EHCP or application) Service, Outreach Services (SAOS), Health colleagues, PHIG and CAMHS.  Personalised support, working on an individualised curriculum  High levels of adult support and modelling to enable access to the curriculum  Personalised resources e.g. work station if appropriate  Inclusion of parents/carers, child as part of a Plan-Do-Review cycle of targeted assessment and intervention  Individual Education Plan reviewed at least termly  Identified on school provision map, reviewed at least termly  Access to an adapted environment if appropriate  Individual modifications to the curriculum reviewed at least termly  IEP Progress Forms  Termly progress meeting with SENCo  Intervention identified on whole school provision map. *To access additional support at a higher stage, Class Teacher needs to evidence that pupil is not making progress despite consistent provision at current stage of support.