Describe the decision making process.

School will follow the “graduated approach” recommended in the SEN Code of Practice and exemplified in
this document when identifying the needs of pupils. Additional support requirements will be discussed by the class teacher, SENDCo and Parent/Carer should such support be felt necessary. Where recommendations are received from an external support service (such as Speech Therapy and EPS) all suggestions will be fully onsidered.

Who will make the decision and on what basis? Who else will be involved? How will I be involved?

The SENDCo, in discussion with the parent, class teacher and if appropriate phase leader, will decide on
support requirements from within the department or SEN resources. Should additional resources or staffing
be required this will be discussed with the Head teacher who will make a final decision based on identified
needs and budget considerations. Where it is felt that resources additional to school allocations may be required, the SENDCo will liaise with the Local Authority to discuss. Parental views will always be considered, however the final decision about support and funding will be made by the school.

How does the school judge whether the support has had an impact?

When progress is discussed at parent meetings or meetings with professionals the effectiveness of support will be reviewed. At these points support may be adapted or changed depending on progress and attainment. Effectiveness (or impact) will be judged against agreed targets from the outset of the intervention. School have a number of ways to measure progress, including statutory assessment, in school testing, teacher monitoring processes and other measures of progress (e.g. BSquared).