When a concern is identified about a pupil, a graduated response is applied:
- Within the classroom, a differentiated curriculum is provided. Differentiation may be achieved in a range of ways including: modifications in teaching style, different learning objectives, access to a range of resources, level of adult support and/or individual behaviour management strategies.
- A ‘booster’ group intervention that focuses on a particular area of the curriculum may be provided for a limited period to ‘catch up’ with peers.
- Pupils who display specific difficulties are recorded on the Schools SEND register and are targeted for interventions and support from The Vine Inclusion Team. These pupils may have one or more of the following: significant difficulties in literacy or numeracy, persistent emotional or behavioural difficulties, communication and /or interaction difficulties or physical needs which require specialist equipment or advice from a specialist service. Support provided may be individual or small group programmes and are ‘additional to’ or ‘different from’ the well-differentiated curriculum offered for all pupils.
- For pupils who, despite appropriate differentiation and interventions, fail to make adequate progress the Inclusion Co-ordinator in partnership with the parent/carer will refer the pupil for further advice from outside agencies. These pupils will have an individual ‘Additional Support Plan’ that will record individual targets and achievements and form the basis of the discussion between school and parents/carers.
- If, after advice from outside agencies, the school and parent/carer considers that help is required from beyond the school a request for an Education Health Care Plan (EHCP) will be made to the Local Authority.