Steps of Support for SEND at St Mary’s Catholic Voluntary Academy. 

Step 1 – Universal Provision 

All children are entitled to Quality First Teaching, the class teacher provides quality first teaching-this may include some adapted teaching and reasonable adjustments within the classroom including the use of specialised equipment e.g. adaptive technology, visual timetables, sensory circuits, standing desks and wobble cushions.  

Step 2- Initial concerns 

If through observation, formal and informal assessments or parent/carer or other professionals there are initial concerns about a child an initial concerns form can be made by parents/carers and or class teachers, the referral form will be used by class teachers, the senior mental health lead and SENCo to decide the next steps. 

Step 3-pupil passports 

Some children may require a pupil passport, this is a simple but powerful tool which allows everyone who works with your child to understand the whole person-not just their needs but also their strengths, interests and what helps them to learn best. Pupil passports are to be completed annually and updated termly if a change is required. 

 

Step 4 – SEN Plan 

If a child is highlighted as needing an SEN Plan due to ongoing specific need(s). At this stage, the child’s Primary Area of Need will be/has been identified. Class Teacher/TA carry out the plan with SENCo support. Termly targets are set in coproduction with parents/carers and child. The plan is reviewed three times a year. Pupils with an SEN plan are on the schools SEN register. 

Step 5- EHCP 

An EHCNA can be applied for by school, parents and other relevant professionals. If an EHCP has been awarded it will be written by an EHC Coordinator from the local authority. The plan will contain end of key stage outcomes. School will use the plan to set clear targets for children to work towards achieving these targets by the end of the key stage.