STAR SPOTLIGHT 17
PARTNERSHIP IN PRACTICE:
STAR’S STRATEGY TO SUPPORT PUPILS WITH SEND Ensuring that children and young people with special educational needs or disabilities (SEND) achieve and thrive is a key priority for all schools. The national SEND code of practice provides the framework that schools and other stakeholders must follow to fulfil their statutory duties. THERE ARE FOUR BROAD CATEGORIES OF SEND:
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communication and interaction
cognition and learning
social, emotional and mental health difficulties
sensory and/or physical needs
Pupils with the most severe needs may have an education health care plan (EHCP), which is owned by their local authority. EHCPs specify the provision that should be put in place for the individual and describes the outcomes that are being worked towards. EHCPs, which are reviewed annually, are linked to funding to enable the school to put in place specific provision for the child. The majority of pupils on the special needs register do not have an EHCP but will have a pupil support plan (PSP) put in place by the school to meet their specific needs. PSPs often identify adaptive teaching strategies to support the pupil and enable their access to the curriculum. These might include differentiated tasks, additional prompts, access to technology, or resources such as overlays or enhanced print. PSPs may specify small steps in learning or self-management for pupils to achieve. Crucially, pupils and parents should be involved in developing and reviewing the PSP. The goal is to support the child or young person to make excellent progress and to develop an understanding of the learning strategies that enable more independent study.
THE MOST RECENTLY PUBLISHED NATIONAL DATA SHOWS THAT 3.7% OF PUPILS HAVE AN EDUCATION HEALTH CARE PLAN (EHCP). 12.2% OF PUPILS IN ENGLISH STATE SCHOOLS HAVE SEN SUPPORT (BUT NO EHCP). BOTH FIGURES SHOW INCREASING TRENDS.
AUTUMN 2021 ISSUE 07
