Use appropriate assessments to identify difficulties early, establish a greater understanding of the child’s needs and inform appropriate referral to other services.

Over rehearsal of information to enable children to progress through the hierarchy of learning (see General section) e.g. Precision Teaching (PT) intervention, intervention is suitable for those who struggle with working memory difficulties and retaining information and is used as an intensive 1:1 intervention.

Higher levels of mediation during tasks (see Getting Help column).

Obtain and record child’s views through child voice activities.

Obtain and record parental information and views through questionnaires, parents’ evenings, assemblies, and social media forums.

Use of plan-do-review-learn processes to monitor progress and plan individual support.

Use Assess-Plan-Do-Review (APDR) cycles and adapt at least termly, with progress against targets routinely reviewed by the SENDCo, Inclusion Lead, relevant staff, parents/carers and child.

Ensure that any Teaching Assistants (TAs) involved with the child understand the purpose of the APDR or group plan and support the child to achieve their targets.

School staff, SENDCo, parents/carers and child to continue to liaise on a regular basis – a minimum of three meetings with parents within a 12-month period.

Refer to external agencies for further support around learning and factors which may impact children’s progress e.g., Educational Psychology Service (EPS), Occupational Therapy Service, Speech and Language Therapy (SALT) service, Specialist Teachers, Primary Inclusion Leads.

Target Setting:

• Actionable;

• Achievable;

• Language accessible;

• Joined up across services;

• Individualised and meaningful transition process;

• Children need to be reflected in their profile for example using Strengths and Difficulties Questionnaire.

Joint objectives planning and target setting involving other agencies as needed; reports must feed into provision map.

Where a child has an EHCP:

• Refer to described outcomes and provision and implement.

• Continue to use the assess plan do review process against the specified outcomes and provision, using previous SEN Support Plan as ‘EHC Implementation Plan’.

• Regularly update with strategies as they are tried.

• Complete Annual Review of EHC Plan.

• Continue to request and act upon advice from external agencies, as necessary.

• Carry out and review assessments, as advised by external agencies.