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 given 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 to support progress may be put into place. Intervention is usually detailed through an Individual Support Plan (ISP) or Individual Education Plan (IEP) and is called SEN Support.

SEN Support aims to ensure a child or young person can meet their individual targets and outcomes and make progress.