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Last Updated - October 31, 2024

Identifying SEND

All educational establishments (nurseries and pre-schools, schools and colleges) must have arrangements in place to identify SEND.

The SEND Code of Practice 2015 states,

All schools should have a clear approach to identifying learners with SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person. 

Parents know their children best, and it is important that all professionals listen and understand when parents/carers express concerns about their child’s development. They should also listen to and address any concerns raised by children and young people themselves. 

Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN.  However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability present. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties. 

This process should include: 

  • Clear routes for raising of an initial concern (this may be by the class teacher, parent/carer, child or young person, SENDCo, School or relevant specialist) that ensure parents / carers are included and kept informed
  • All conserns raised being recorded by the educational establishment (nursery and pre-school, school or college)
  • Robust processes in place to monitor and review every child/young person’s progress over time making reasonable adjustments/adaptations where necessary

SEND Support and Provision – Graduated Response toolkits

The Graduated Response, or Graduated Approach, is the process which must be carried out when there are concerns about a possible special educational need.

Torbay’s Graduated Response toolkits have been developed to ensure all partners work together to get the “right support in the right place at the right time” by the right people for every child or young person with special educational needs and disabilities.

Find out more about the following age specific Torbay Graduated Response toolkits:

A SEND Support and Provision Toolkit for young people aged 19 – 25 is currently in the process of being developed and will be coming soon.

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