Identification and evaluation of SEND
The Wigan Graduated Approach is used throughout school https://www.wigan.gov.uk/Business/Professionals/SEND/WGAT/Graduated-Approach.aspx
Teachers initially raise any concerns with the parents and put support into place.
Parents with concerns can contact the teachers, Teaching Assistants (Tas) and Inclusion Manager to arrange a meeting or conversation at any time throughout the year. This can be done by phoning the school office, sending a message on ClassDojo or speaking directly to a member of staff when on the school grounds.
Discussions take place with the Inclusion Manager and Senior Leadership Team (SLT) and children are monitored formally during Pupil Progress Meetings and informally through conversations when needed. Children are also discussed at the Review, Development and Planning (RDP) meeting throughout the year.
After Pupil Progress meetings have been held, the Inclusion Manager monitors the data of children with SEND, to ensure progress is being made. This monitoring is shared with SLT and appropriate measures are put in place.
Children that are identified as having an area of need are put on the SEND register and a Pupil Passport is created. These are a working document that include essential information about the child as well as SMART (Specific, Measurable, Achievable, Relevant and Time-bound) targets and how these are to be achieved. They are updated at least once a term.
Pupil Passports are shared with all staff working with the child to ensure everyone knows what support is needed, what works well and what doesn’t, and the child’s individual targets. Positive Handling Plans are also developed as appropriate and shared with staff.
Children with complex needs who are working well below age related expectations are assessed using B-Squared software which tracks small steps of progress as well as identifying next steps. B-Squared assessments are used to inform Pupil Passports.
As children progress along the Graduated Approach, outside agencies may become involved and an Education Health Care Plan (EHCP) referral may be made. These steps are always discussed with parents before any referrals are placed.
Outside agencies we currently work with:
- Educational Psychologist (EP)
- Speech and Language Service (SALT)
- Child and Adolescent Mental Health Service (CAMHS) and the Mental Health Support Team (MHST)
- Early Years Inclusion Team
- Early Learning and Child Care Team (ELCCT)
- Virtual Schools- supporting Children who are Looked After (CLA)
- Occupational Therapist (OT)
- School Nurse, health visitors and paediatricians
- Physiotherapists
- Startwell
- Embrace
- Social Care
- Outreach
- Ethnic Minority and Traveller Achievement Service (EMTAS)
- Three Towers Alternative Provision
- The Engagement Centre
Reports from outside agencies are used to inform Pupil Passports.
Children who are Looked After and also have SEND:
The Inclusion Manager is also the Designated Teacher for children who are Looked After. They work closely with the Virtual Schools team and social workers to identify and meet any needs of the children. Personal Education Plan (PEP) meetings are held regularly where progress is reviewed and targets created.
