2009-2010 - Hornbill School Website

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Levels of Intervention
Concerns
If you have concerns abut a child, but they do not meet the SA criteria on the
moderation sheet. If you place a child on IA then you should inform parents of your
concerns.
School Action (SA)
Children on this level require additional and different support within the class context,
but they are not entitled to extra time.
School Action Plus (SA+)
If a child has not made sufficient progress (evidence is vital to support this) and
meets the moderation criteria for SA+ then they are entitled to 5 hours support. This
support can be 5 hours 1:1, if you wish to group children then you must divide the time
given between each child in the group e.g. four children in a group for 1 hour equates to
15 minutes of each child’s entitlement.
At this stage outside agencies are always involved. This is often the school’s
Educational Psychologist, but may be a range of other professionals. They may
undertake more specialised assessment and/or observe the pupil. Parental permission
is always sought for a formal referral to any external service.
Statement
Only a very small proportion of pupils require a Statement of SEN. These pupils are
likely to have severe or complex needs that require more specialist advice and support.
Their entitlement of support varies from case to case.
For pupils with statements, an Annual Review Meeting has to be held in addition to the
regular termly reviews. At this meeting, consideration is given to whether the
statement should continue, and whether provision/strategies should be maintained or
amended. It should set new long-term objectives for the following year. All relevant
professionals, including those who contribute to the original statement are invited to
attend or submit a written report to an Annual Review.
Procedures for children having English as an Additional Language
On Arrival
• Initial assessment as the child arrives, takes the form of meeting with the
parents and discussing how much English Language the child has.
• Initial informal assessments are made whilst showing the child around the
school, settling in, meeting teachers and children.
• After the settling down period of two weeks for a new child, the NST may
decide that the child needs additional support. The NST will then hold further
discussion with the child’s class teacher and go through the set of filter
questions to identify whether the assessment required will be SEN or EAL. If
SEN then the child will be referred to the Inclusion Leader. If the filter
questions indicate EAL assessment then the NST will carry out the EAL
Baseline Assessment for the child.
• The NST will then fill in the Individual Targeted Support Plan and arrange a
meeting with the parents to inform of the support plan in place. The progress