The Harbour School provides a graduated response to each student dependent on the level of need.
These are often referred to as waves of intervention.
Wave 1: High Quality teaching through differentiation in all lessons (based on planning designed to move all students from their starting points to where they need to be in a 2:8 adult to student ratio).
Wave 2: Smaller group support for those students who are achieving below age expected standards. Designed interventions are implemented to increase rates of progress and secure learning for groups of students that puts them back on course to meet age expectations.
Wave 3: Focused, individualised programmes for students achieving well below age expected standards. These programmes are specifically designed to accelerate progress and minimise performance gaps.
Wave 4: Education, Health and Care Plan Needs Assessment to be initiated.
The Harbour School are committed to providing the very best experience for all students. Class teachers are directly responsible for the progress and attainment of all student in their class and for providing effective solution-focused differentiation of the curriculum for students with SEND.
If, despite a range of in-class strategies to address need, a class teacher remains concerned about a student’s learning, they will share these with the SENDCo in writing, detailing attainment and what has already been tried, providing a relevant work-sample where appropriate. Concerns will also be shared with the students’ parents and their views recorded.
The SENDCo will then consult with the teacher about that child and may do one or more of the following:
- Observe the child in class
- Speak to the child about their learning
- Analyse work samples
- Ensure that ordinarily available provision is being adhered to
- Give analytical checklists to the teacher to complete
- Complete appropriate assessments
- Make recommendations to the class teacher based on the above
- Consider extra group support to boost skills
- Refer to outside agencies/outreach services
The students’ progress will then be reviewed with the student, to discuss strengths, needs and strategies. Teachers should then meet again with parents to share observations with them and give tips and ideas they can try at home.
The student’s progress and work will continue to be closely monitored and evidenced by the Class teacher and will also be monitored by the SENCo during this time to see if the provision is effective. An Individual Learning Plan will be written and shared with parents at this time. Parents will also be given suggestions as to how to support the student’s learning at home.
The provision put in place will be reviewed with parents on a termly basis with additional discussions taking place as necessary. A decision will be made whether to continue with this level of support, or to consider a more formal approach.
If a student’s progress and learning are still a significant concern and high quality teaching enhanced by the support put in place has not been effective in closing gaps in attainment or overcoming barriers to learning, then a decision may be made, in consultation with parents, class teacher and SENDCo, to refer to external agencies for additional support.
The student will be reviewed with parents and the program of support reviewed. It may be that 1:1 provision would be considered helpful. Progress would continue to be monitored closely by the class teacher and SENDCo and further analysis of difficulties, through high quality formative assessment, may be carried out.
It remains the class teacher’s responsibility to evidence progress towards the outcomes identified in the support agreed above. The class teacher and parents will meet at least once a term to review targets and provision and discuss next steps, using the model of ASSESS-PLAN-DO-REVIEW.
Provision will include advice on how learning can be supported at home. If, despite this specific, targeted approach using high-quality, evidence-based interventions, a student’s progress over time remains a concern, school, through discussion with parents, will be seeking external specialist advice.
In order to qualify for external support, the student will have to meet the thresholds for that support service. The class teacher, SENDCo and parents will need to complete any necessary paperwork – which may be a specific referral form or Early Help Assessment – to secure this support. Class teachers, with the support of the SENDCo, are responsible for ensuring that recommendations made by such specialists are incorporated fully into that child’s provision and parents are kept informed.
For some students, despite specialist input and a committed, rigorous approach to support – both in the classroom and through quality intervention work – their progress and attainment will fall a long way behind that of their peers. In this case, parents and school will consider applying to the Local Authority for assessment for an Education, Health and Care (EHC) Plan.
There are clear thresholds which the school must use as guidance when considering applying for such a plan based on learning needs and the level of provision currently in place. Application for and maintenance of such plans will be done according to the guidance in the Special Education and Disability Code of Practice 2014.