Your child may need to be supported in school through an intervention program. Any intervention is monitored through our Assess, Plan, Do, Review system, which means that we expect to see the impact of the intervention affecting children's access and inclusion within a half or a whole term of it starting. To enable this monitoring, we will set targets for what we want the child to be able to 'do' (intended 'outcomes') after a short period of time. After a period of time, we will review the intervention. For the majority of children, the intervention will then cease as the child will have gained confidence in the particular area we have been targeting and now the skills can be generalised back in class, with reminders and class-based support.
Often, children may continue with the intervention for a little longer in order to consolidate the skills before they can be generalised.
Sometimes children may continue with the same intervention or approach, but with modified targets each term. When children continue with additional support for longer than two terms, we may consider formalising this support with a SEN Support plan or with a GRIP or an EHCP application. This is because their support is 'additional to, or different from' that which is 'ordinarily available' to children in the school (SEN Code of Practice 2015, see 'information'). This forms the basis of our 'graduated response'.
Unfortunately not the ones with chocolate chips.
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