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Part of
Graduated Response Tool

The purpose of this document is to ensure every child and young person in a Somerset school receives the support they are entitled to.

Teaching staff must

  • Be aware that teachers are responsible and accountable for the progress and development of the children and young people (CYP) in their class, including where Children and Young People access support from teaching assistants or specialist staff.
  • Have a clear understanding of the needs of all Children and Young People, including those with SEN, and be able to use and evaluate distinctive teaching approaches to engage and support them.
  • Set goals that stretch and challenge Children and Young People of all backgrounds, abilities and dispositions.
  • Have a secure understanding of how a range of factors can inhibit Children and Young People’s ability to learn and how best to overcome these.
  • Manage classes effectively, using approaches which are appropriate to Children and Young People’s needs in order to involve and motivate them.
  • Remain responsible for working with Children and Young People on a daily basis. Where interventions involve time away from the main class teacher, the teacher retains responsibility for the Children and Young People.
  • Work closely with teaching assistants to inform the planning and assess the impact of interventions and link them to classroom teaching.
  • Work closely with parent carers and Children and Young People to identify strengths, barriers and support strategies.
  • Follow a graduated response to identifying barriers and implementing support strategies.

Did you know?

There is a helpful guidance report around supporting SEN in Mainstream published by the Education Endowment Foundation (EEF) available here: Special Educational Needs in Mainstream Schools | EEF

Last reviewed: September 14, 2023 by Keir

Next review due: March 14, 2024

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