Support for children and young people in primary and secondary schools
What are the general requirements for schools?
In schools, teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. As part of the teaching standards, teachers adapt their teaching to respond to the strengths and needs of all pupils.
Rutland’s Local Offer
As part of Rutland’s Local Offer, Quality First Teaching and Learning is the first step to respond to the needs of pupils in class. When this approach is used effectively, it can meet the needs of all pupils.
What is Quality First Teaching?
All pupils, including those with special educational needs, receive a universal offer of quality first teaching in their school.
What does this look like?
- Lessons will be focused on a clear objective
- Pupils will be fully engaged and involved in their learning
- There will be high levels of interaction for all of the pupils
- In lessons, appropriate questions, models and explanations will be given on behalf of the teacher. These questions, models and explanations will support learners in a range of ways so all pupils can reach the outcome
- Through dialogue, pupils will have the opportunity to talk both individually and in groups
- In each learning environment, it is expected that pupils will accept responsibility for their own learning and be able to work independently when needed
- Where teaching and learning is effective you will see the regular use of praise in an authentic and encouraging way. This will support the engagement and motivation of pupils
As stated in the National Curriculum, the lessons that are planned by adults in school should ‘ensure that there are no barriers to every pupil achieving.’ Each school will publish information about how their high quality provision is achieved, and this will be tailored for their individual context. Through a process of ‘Assess, Plan, Do and Review’, pupils will be able to access the National Curriculum successfully. However, as captured in the SEND Code of Practice (2015), ‘Some children and young people need educational provision that is additional to or different from this’. If a child needs more support, an assessment may be required to determine if there is a need for an Education, Health and Care Plan (EHCP).
What other support is available if my child is still struggling?
The Education Inclusion Partnership (EIP) involves schools working together to support children with social, emotional and mental health needs who may be struggling to access mainstream education or are at risk of exclusion because of challenging behaviour. Rutland Education Inclusion Partnership has a quality assurance panel and an Inclusion Coordinator to ensure the process is fair and transparent. If a child has an Education Health Care Plan (EHCP) they will not access the EIP and will follow another pathway of support.