SEND Support Plans

If the child is not making expected progress despite quality first teaching and the implementation of extra support or interventions, then school should look to adding the child to the school’s SEND Register and implementing a SEND Support Plan. This should be created by school in conjunction with parent/carer and child and reviewed on a termly basis.

The progress should be reviewed regularly as part of the SEND Support Plan review. Schools should review the plan termly in cooperation with the caregivers and CYP. 

Each school or setting will have their own version of a SEND Support Plan created to meet their own needs. The Local Authority has provided a suggested template which schools are free to use or to adapt. 

The purpose of the SEND Support Plan is to accurately identify and detail the learner’s educational need(s) and specify what support the school will put in place to ensure these needs are met.

 “Where it is decided to provide SEND support, and having formally notified the parents, the practitioner and the SENDCO should agree, in consultation with the parent, the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. Plans should consider the views of the child. The support and intervention provided should be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by practitioners with relevant skills and knowledge.” (P86 para 5.40 SEND Code of Practice 2015). 

The SEND Support Plan should be viewed as a “working document” which is constantly reviewed in line with the child’s development and progress, in a collaborative approach between the setting SENDCo, teacher, caregivers and learner. As a “working document,” a SEND Support Plan ensures that support and interventions are always up to date, relevant and constantly under review. Evidence shows that caregiver’s engagement can be a highly supportive strategy to enhance learning so the document should be developed collaboratively with the parent. Schools should endeavour to:

  • Critically review how they work with caregivers.
  • Provide practical strategies to support learning when at home.
  • Tailor school communications to encourage positive dialogue.
  • Offer more sustained and intensive support where needed. 

For more information about SEND Support in School click the link below

SEND Support in School

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