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How is my child supported?

How is my child supported at Colyton?


Who will explain my child’s needs and progress to me?


The class teacher will meet parents at least on a termly basis, as well as at the usual Parent’s evening, to discuss your child’s needs, support and progress. If a parent requests, we can alternatively arrange an additional meeting with the class teacher, outside of this time.   We will also communicate clearly with you as soon as we have any concern about progress – this will be outside of the regular parents meetings. 


How will school support my child with SEND?


  • Bespoke individualised plans called PLPs (Personal Learning Plans) are made to support children with special educational needs. These will involve consultation with parents to ensure that support in place and is clearly understood by parents, and for them to enhance the plans by providing important information. Partnership working is very important in supporting children to make progress.
  • Our Team Leaders oversee all support and progress of any child requiring additional help across the school.
  • An adapted curriculum offer will ensure children are able to learn alongside their peers in class and make good progress in an inclusive environment.
  • The Pastoral team will support children to be included in class and ensure they attain to their fullest potential.
  • The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made.
  • Operate specialist programs as directed by health e.g. Physiotherapy, speech and language support or similar
  • Teaching Assistants are used, where appropriate, to support children with individualised plans and needs.
  • The class teacher will use a provision map to set out the support your child is receiving and evaluate the success of any interventions.
  • Some children are given an additional resources and the PLP will set out the support your child is receiving and evaluate the success of any interventions. This tracks the support in detail, and shows which interventions are having the most impact.
  • Some children will have more complex and detailed plans. Two examples of these are Relational Plans and Co-regulation Plans for children with very high level and complex behaviour needs, and Education Health and Care Plans which are statutory assessments/designation of SEND


How do we make sure our support is effective?


  • Clear systems for tracking SEND children’s progress
  • Regular reviews with parents, professionals, agencies and staff in school
  • Regular monitoring and review of systems and support by Senior Leaders in school and Governors
  • Liaison and support for/with other schools in our local community and across the county.
  • Working as a SEND leaders in our local teaching school alliance and learning community.