SEN support

Class and subject teachers, supported by the special educational needs co-ordinator (SENCO), should make regular assessments of progress for all pupils. This helps to identify pupils who are making less than expected progress for their age and individual circumstances.

Where progress continues to be less than expected, the class or subject teacher, working with the SENCO, should assess:

• whether the child has special educational needs and/or disabilities (SEND) and;
• whether a formal support plan needs to be developed

If it is identified that a pupil has SEND, extra support and different strategies may be put into place to support progress. Intervention is usually detailed in an Individual Support Plan (ISP) or Individual Education Plan (IEP). This is called SEN Support.

SEN Support aims to make sure a child or young person can:

• meet their individual targets and outcomes and;
• make progress