If a child is not making expected progress the first response is teaching targeted at their area for development.
If progress continues to be less than expected the class teacher in discussion with the Senco will organise additional support or targeted intervention.
A range of teaching interventions may be used, that can be in a short daily session or in longer less frequent sessions each week, depending on the need of each child.
It is the teacher’s responsibility to provide for children with SEND in their class, using the school’s approach to identify, assess and make provision to meet those needs.
If interventions involve teaching away from the main class the teacher still retains the responsibility for the child and works closely with support staff and the Senco to plan and assess the impact of the intervention.
The Senco provides advice, monitors the impact of interventions and co-ordinates links with outside agencies.