suggested strategies and adjustments to all staff and provide support for the parent/carer and child. Where the decision is made to add the pupil to the SEND register, the class teacher will plan an Individual Pupil Profile (IPP) for them. Once this is prepared, parents/carers and the child are invited to comment on the targets that have been set and the strategies that will be implemented to support the child’s individual needs. As a result of this, the pupil will have an IPP, a working document, which identifies the short-term outcomes for the child, as well as the support in place which will ensure that they meet these goals. These targets are then communicated to all staff working with the pupil to ensure consistency of approach. Support is then put in place and targets and progress are reviewed on a regular basis to ensure that the IPP is effective.

Parents/carers and the child will be kept up to date on children’s progression towards the personal targets. The IPPs will be reviewed half termly and new outcomes will be identified if pupils have been successful. Where pupils have not made progress, then different strategies will be put in place as part of the graduated approach. This process then continues throughout the year.

The level of support a student receives as part of the graduated approach are as follows:

- • High-quality first-class teaching which is appropriately differentiated
- • Extra support, which could include: Teaching assistant (TA) in-class support; withdrawal sessions or specific interventions. This is not an exhaustive list as support is decided on an individual basis
- • Pupils may receive support from outside agencies and their suggestions and strategies are adopted and communicated to all staff and the parents/carers
- • EHA (Early Help Assessment) process MAY begin. The EHA is a shared assessment tool for use across all children's services in England and is completed by the parents in conjunction with the SENCO. It helps in the early identification of needs of children and young people and promotes a coordinated approach on how those needs should be met. It covers all aspects that affect a child's development, from health, education and social development, through to housing and family relationships. The EHA is the only assessment that can be used by practitioners in all agencies in England that deliver services to children and young people and enables information sharing between professionals. The EHA has now superseded the Common Assessment Framework (CAF)
- • TAF (Team Around the Family) meeting is where a multi-agency response has been identified from the EHA and plan. It is an opportunity for family and practitioners to discuss how additional needs can be met
- • A request could be made to the L.A. for an Education, Health and Care Plan (EHC Plan) so that support can be received through high needs funding

#### Education, Health and Care Plans

If a child has lifelong or significant complex difficulties, they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by the family. These assessments take place where the complexity of need or the lack of clarity around the needs of the child are such that a multi- agency approach is needed.

Information from a variety of sources, including parents/carers, teachers, SENCOs, social care and health care professionals is combined to create a request for an Education, Health and Care (EHC) Plan assessment. If it is decided that the child’s needs are not being or cannot be met by the support that is ordinarily available, an EHC plan is provided. Parents have the right to appeal against the content of an EHC plan and can appeal if the application is unsuccessful. Once the plan has been agreed it will be reviewed annually. If it is felt by the school or the parents that the EHCP is not meeting the child’s needs, then an