Where a pupil is identified as having SEND, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEND support should take the form of a four-part cycle (assess, plan, do, review) through which earlier decisions and actions are revisited, refined, and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach.
There are a range of options for a school to explore to support a young person with additional needs. These include using their internal discretionary top-up funding to access mentors, educational psychologists, speech and language therapists, and other professionals. Beyond this, they can apply for an EHCP or request support from the local authority and specialist external services.
Where a school has concerns about the behaviour, or risk of suspension and permanent exclusion, of a pupil with SEND, it should, in partnership with others (including where relevant, the local authority), consider what additional support or alternative placement may be required.
Speak to the family and look through the school's records and the panel pack. Consider whether the school has taken purposeful action to intervene and support the young person with their underlying needs.
If you have completed a subject access request and received records, see if any claims the school has made about taking steps to support the young person are reflected in the evidence.
Answer the question: Did the school take effective steps to support the young person with their additional needs?
If the answer is no, consider using the Suggested Wording document: Argument to the governing board: School failed to implement early intervention