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Support needed (Early Stages)

About

In Wakefield we want to make sure that when a child or young person needs extra help because of their Special Educational Needs or Disabilities, they are supported as soon as possible. Lots of work is done by schools and support services to try to ensure that the right level of support is put in place and this all needs to be joined up if it is going to work best.



Quality First Teaching


The school will look at what the concerns are and what early interventions can be put in place to support you child. This provision can be Individual Education Plans, Individual Behaviour Plans, One Page Profiles and Provision Timetables

All nurseries, schools and colleges use different approaches and strategies to ensure that children and young people with a wide range of abilities and interests all make progress. Some children, however, need more than this. This is likely to be because the child:

  • Makes little or no progress, even when teaching has been targeted
  • Has emotional difficulties
  • Has communication or interaction difficulties
  • Has sensory or physical needs and does not make progress, even when using specialist equipment

If a child is not making the progress that should be made, schools/education providers and services should work with the family to support the child/young person and identify their needs and how best to support them. A flow chart of a pathway of support for children, young people and their families can be downloaded here.


Additional Support


If progress is not being made the school will contact the Advisory Support Services for advice which could include training for staff.



Access to Support


A common misunderstanding seems to be children cannot get support from specialist educational support services without a formal diagnosis. This is a myth.

Wakefield Local Authority uses a needs led not diagnosis approach. This means that no child needs a diagnosis for autism or dyslexia for example, before they can access a provision or advisory support staff. Any waiting times for diagnosis will have no impact on meeting the needs for support for education purpose.

To support schools further in making sure they all meet SEND requirements in a consistent way the advisory services are developing an audit tool or kite mark for schools to look at SEND provision in schools.

If progress is not being made through the additional support in place, the school in consultation with parents or carers, submit a request for involvement.

Last reviewed: 13/03/2018