The Graduated Response
Gors Community School follows the Graduated Response as proposed by the S.E.N. Code of Practice for Wales.(2002) The Graduated Response ensures that provision for a child with Additional Learning Needs should match the nature of their needs. In order to continually match provision to need there is a regular assessment of performance against the targets specified in the child’s Individual Education Plan.
Identification, Assessment & Provision
Gors Community School recognises the importance of early identification, assessment and provision for any child who may have Additional Learning Needs. Assessment should not be viewed as a single event but rather as a continuing process.
To help identify children who may have Additional Learning Needs Gors Community School refers to the following assessments:-
- The child’s performance monitored by the teacher as part of on-going observation and assessment
- The outcomes from baseline assessment results
- Progress in literacy and numeracy – evidence from Salfrod assessments and National Test results
- Annual reading survey
- Standardised screening or assessment tools such as:
- Aston Index, Boxall Profile, Dyslexia Screening Tool, Fine and Gross Motor Skills assessment and Speech and Language Link.
- Parents’ views are valued at Gors Community School. We are open and responsive to expressions of concern by parents and always take into account information that parents provide.
Early Years Action/School Action
The identification of pupils for inclusion in Early Years Action/School Action programmes is usually made by the class teacher on the basis that the child:-
- Makes little or no progress even when the teaching approaches are targeted particularly to identified areas of weakness.
- Shows signs of difficulty in developing literacy or numeracy skills that result in poor attainment in some curricular areas.
- Presents persistent emotional or behavioural difficulties that do not respond to the behavioural management techniques employed by the school.
- Has communication and /or interaction difficulties and continues to make little or no progress despite the provision of the differentiated curriculum.
- Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment and/or intervention programmes.
Early Years Action/ School Action at Gors Community School involves the class teacher, ALNco, parents and the child.
Early Years Action/School Action includes the recording of interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum. These interventions are recorded on Individual Education Plans. Individual Education Plans at Gors Community School include information about:-
- the short-term targets set for the child by the class teacher
- the teaching strategies to be used
- the provision to be put in place
- outcomes (Recorded at least monthly on the review sheet, or when a target is met)
I.E.P.’s are reviewed three times within a calendar year or more frequently if needed for some children. I.E.P.’s are shared with parents during consultations which occur as appropriate.
As a school we view pupil’s IEPs as being the key to every child fulfilling their potential.
Early Years Action Plus/School Action Plus
Early Years Action Plus/School Action Plus is triggered when the pupil still does not make appropriate progress after Early Years Action/School Action. The basis for School Action Plus/Early Years Action Plus is that despite receiving an individualised programme and/or concentrated support under School Action, the child:-
Continues to make little or no progress in specific areas over a long period
- Continues working at National Curriculum Levels substantially below those expected of children of a similar age.
- Continues to have difficulty in developing literacy and numeracy skills
- Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning and that of the class group, despite having an individualised behaviour management programme.
- Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service.
- Has ongoing communication or interaction difficulties that impede the development of social interactions and cause substantial barriers to learning.
At School Action Plus/Early Years Action Plus external support services provided by the L.E.A. will usually see the child, in school if that is appropriate and practical. They can advise teachers on new IEP’s., fresh targets and accompanying strategies. They can also provide more specialist assessments that can inform planning and the management of a pupil’s progress. They can give advice on the use of new approaches or materials and in some cases provide support for particular activities.
More Able and Talented Pupils
Please refer to relevant policy.
Statements of Additional Learning Needs
If progress at School Action Plus is deemed to have been insufficient then a request for statutory assessment of a child may be considered.
In order for statutory assessment to be undertaken the school should be able to provide written evidence or information about:-
- the school’s action through School Action & School Action Plus
- records or regular reviews and their outcomes
- the pupils health including the child’s medical history where relevant
- education and other assessments, for example from an advisory specialist support teacher or an educational psychologist
- national curriculum levels of attainment including those in literacy and mathematics
- views of the parents and of the child
- involvement of other professionals
- any involvement by the social services or educational welfare services
The evidence submitted is presented to the L.E.A.’s ALN panel where a statement is issued where appropriate.
The Annual Review
All pupils holding a statement of Additional Learning Needs at Gors Community School must have an annual review. The review is conducted using a Person Centred approach and advice is requested of those invited to the annual review meeting who include:
- the child
- the child’s parents
- the child’s teacher
- the ALNco
- the educational psychologist (if deemed necessary by the ALNco)
- any outside agencies involved in the child’s welfare or development
- the ALNco of the receiving school if the pupil is in Year 6
The views of the pupil are very important and are sought whenever possible and contribute to the review. They are also invited to attend the review, to foster a more personal and child centred approach.
At Gors Community School the annual review meeting decides if:-
- the statement remains appropriate
- any amendments are required
- the local education authority is to continue to maintain the statement or if the child’s needs may be met appropriately through Early Years/School Action Plus
- new targets need to be set to meet the objectives set out in the statement
- whether any additions or amendments should be made to an existing transition plan