Identification & Stages of SEN
Children with SEND are identified as early as possible within our setting. Initial identification is usually through transition with the feeder primary schools, from year 5, where the transition co-ordinator liaises with the school about student’s needs, progress, behaviour and support that they are currently receiving. For those with Education Health and Care plans, our Special Educational Needs Coordinator will attend the pupil’s year 6 annual review.
For those who have not been identified at primary level, this is done through comments or concerns brought by parents, or school staff working directly with the child. Teachers have experience of working with SEND pupils and with ongoing professional development, they are able to recognise signs of SEND that need further investigation.
There are three stages of SEN followed throughout Cheshire East:
- First Concerns- At this stage, teachers or parents have recognised traits of SEN, or mild SEN and a profile is put together with needs and strategies to support the pupil. This is shared with all key staff and reviewed yearly, or sooner if the need arises.
- SEN Support- At this stage, there is clear evidence of SEN, usually at a moderate level. The pupil is likely to be accessing more direct intervention (such as teaching assistant support, access arrangements etc). A plan, do, review process is followed and reviewed termly with clear targets and strategies.
- Educational Health and Care Plan (EHCP)- A small minority of pupils cannot have their needs meet at the SEN Support stage due to their complex SEN. At this stage, the school (or parents) will apply to the local council for an EHCP. This process can only be completed once the SEN Support plan has been reviewed a minimum of 3 times. Pupils with EHCPs are granted individual funding from the council to help with providing resources to support the child’s needs. This plan is formally reviewed annualy.
For further information on the four areas of need, please click here