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Aragon Primary School sen policy


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Aragon Primary School


SEN Policy

(This policy is pending the outcome of the Green Paper on proposed changes to SEN provision by DFE )



CONTENTS


  • Objectives Page 3




  • Definition of SEN Page 4




  • Roles and Responsibilities Page 5




  • Identifying pupils with SEN and the Code of Practice Page 8




  • Arrangements for supporting pupils with SEN and/or a Disability Page 10




  • Resources allocated to pupils with SEN and /or a Disability Page 10




  • Provision Mapping– roles, responsibilities and targets Page 11




  • The use of outside agencies and support services Page 14




  • Statements of Special Educational Need and Annual Reviews Page 16




  • Links with other schools Page 17




  • Inclusion of pupils in school activities Page 17




  • Parents and Carers Page 17




  • Admission arrangements Page 18




  • Access for pupils with a disability Page 18




  • Professional Development Page 17




  • The Governing body’s evaluation of the SEN and Disability provision Page 18




  • Glossary Page 19




  • Appendix A Provision Map format




  • Appendix B Removing Barriers to Learning form


Aragon Primary School Special Educational Needs Policy
This policy should be read in conjunction with the following:

  • The Disability Equality Scheme and Accessibility Plan

  • The Equality, Diversity and Community Cohesion Policy

  • Confidentiality Policy

  • Child protection Policy


Aragon Primary School’s objectives for meeting the needs of pupils with SEN and/or a disability.


  • Aragon Primary School is fully committed to providing an inclusive education for all children and valuing the diversity and difference that exists within our school and the wider community.

  • We are committed to providing educational choice and opportunity for all children with a disability and/or children with SEN and their parents or carers.

  • We aim to establish a school ethos, curriculum and community that gives every pupil the opportunity to be successful and access all that the school has to offer.

  • We are committed to working with parents and carers and other agents to ensure that all children’s needs are identified and met.

  • We hold high expectations of all pupils where their achievements are recognised and valued by the whole school community.

  • We greatly value the involvement of all parents and carers in their children’s education and listen to the suggestions and preferences made by them regarding the education of their children.

  • We aim to ensure that children with SEN or a disability will have access to the whole curriculum and all the services that the school provides.

  • We follow school procedures for child protection to ensure the safety of all children, being aware that children with Special Educational Needs can be more vulnerable.

  • We aim to improve all five Every Child Matters outcomes for all children



Definition of SEN
Pupils will be assessed as having Special Educational Needs if:


  • They make little or no progress even when teaching approaches are targeted at the identified area of need and differentiated activities and strategies have been tried.

  • They make little or no progress and the gap between the pupil’s progress and that of their peers is significantly different.

  • They make little or no progress against clearly identified targets over a sustained period of time and after differentiated class activities and strategies have been implemented.

  • They need to have special provision made for them through the implementation of clear targets for improvement or through the use of extra resources or equipment and will have significantly greater difficulty in learning than the majority of children of the same age.

  • They display severe developmental delay which impedes their ability to access the curriculum and make progress and/or develop appropriate social communication skills.

  • They have a recognised syndrome, disorder, disability or impairment which impedes their ability to access the whole school curriculum and to make progress, or to interact appropriately with other adults and children.

Roles and Responsibilities
The class teacher has responsibility for:


  • The identification, teaching and monitoring of all pupils in their class and reporting any concerns regarding SEN as soon as they are noticed to the SENCO.

  • Monitoring pupil progress in line with the school’s assessment and record keeping policy and assessing pupils through ongoing observation and information obtained from national and school based tests. Teachers should measure performance against ‘P’ level descriptors, National Curriculum levels, the Early Years Foundation Stage Profile and standardised screening or assessment tasks.

  • Planning and delivering a broad, balanced and differentiated curriculum for all pupils with SEN and/or a disability. .

  • Completing all SEN documentation in accordance with the Code of Practice and the Aragon SEN Policy.

  • Attaining support and advice from the SENCO and appropriate curriculum co-ordinators to help meet the needs of pupils in the class. They should also make full use of the support and advice offered by outside agencies.

  • The management and effective deployment of Teaching Assistants in the classroom.

  • Developing effective working partnerships with parents and carers, informing them of their child’s progress and the intervention provided in school to support them and set up effective channels of communication.

  • Raising and maintaining the self-esteem of pupils with SEN and/or a disability.

The SENCO has responsibility for:




  • Overseeing the day to day operation of the school’s SEN policy

  • Co-ordinating provision for SEN pupils

  • Liaising with and advising colleagues

  • Allocating resources for SEN provision

  • Performance management of the Teaching Assistants

  • Liaising with parents

  • Contributing to the professional development of all staff

  • Referring to and liaising with external agencies and other schools

  • Signposting parents/carers to appropriate services

  • Managing the Annual Review process

  • Writing reports and advice on pupils with SEN

  • Assessing pupils with SEN

  • Providing advice to the leadership team and governors on SEN issues and co-ordinating the SEN School Action Plan

  • Allocating and monitoring funding from the devolved SEN budget appropriately and cost effectively

The Teaching Assistants (T.A.’s) are responsible for:




  • Implementing tasks and activities, or programmes of work as directed by the class teacher or SENCO

  • Raising and maintaining pupil self-esteem and holding high expectations of all pupils

  • Keeping records on pupil progress as directed by the class teacher or SENCO

  • Liaising with teachers and the SENCO on issues relating to the needs of pupils

  • Being aware of confidentiality and child protection issues

The Headteacher and leadership are responsible for:




  • The day to day management of the SEN Policy

  • Allocating and monitoring appropriate resources for SEN from the delegated budget and devolved statement funding together with the SENCO

  • Ensuring the SEN and Disability Act 2001 and The Disability Discrimination Act 2005 are implemented

  • Monitoring teachers’ planning and pupil progress and ensuring that SEN is reflected in school policies, schemes of work, planning and record keeping and extra curricula activities

The Governing Body are responsible for:




  • The provision made for SEN pupils and those with a disability

  • Ensuring that the budget for SEN is allocated appropriately

  • Ensuring that the school is making provision to include all pupils

  • Evaluating and monitoring the school’s SEN Policy

The following staff hold qualifications relevant to working with pupils with SEN and/or a disability.


The person responsible for co-ordinating the provision of education for pupils with SEN at Aragon Primary School is Patricia Fitzgerald, the school’s Special Educational Needs Co-ordinator (SENCO).
Qualifications held by other staff:
Marian Bourley has obtained the Specialist Teacher Assistant Certificate (STAC) from the University of Greenwich and is also a fully qualified Nurse as certified by the General Nursing Council for England and Wales.
Jane Blackburn – has obtained the NCFE-Initial Training for Classroom Assistants Stage 2 from Merton Adult Education College.
Heather Murray have both obtained a Stage 1 qualification in British Sign Language (BSL) from the Council for the Advancement of Communication with Deaf People (CACDP).
Patricia Fitzgerald is currently working towards AMBDA Status in identifying, assessing and teaching pupils with Specific Learning difficulties-Dyslexia.
Joanne Lester NVQ2 Supporting Teaching and Learning.

The following SEN policy outlines how the school’s objectives will be met.
Identifying pupils with SEN and the Code of Practice

If a pupil is identified by the teacher, through their ongoing assessments, or the SENCO as having SEN the pupil’s name will then be added to the school’s SEN Register which shows the pupils with SEN in each class. An IEP will be drawn up and the pupil will be placed on one of the stages outlined in the Code of Practice. If a teacher identifies a child as having SEN this will be discussed with the parents or carers before their name is added to the register.




The early identification of pupils with SEN is fundamentally important in addressing individual needs. The assessment and monitoring of pupil progress is carried out within the framework of the school’s assessment and record keeping arrangements. Each phase of schooling follows the systems and procedures that are laid out for assessing individual pupils. SEN pupils and those achieving W or below are assessed and tracked using the P Scales. The school sets rigorous targets for each pupil in maths, reading and writing and these are regularly evaluated by the class teacher to ensure pupils are making progress. This progress is monitored and reviewed at half termly pupil progress meetings with the Headteacher, Deputy and Assistant Headteachers and class teachers. Information about children’s levels and progress is tracked using the assessment manager computer programme. Teachers have copies of this data and it allows them to track pupils who may not be making sufficient progress and target specific groups or individuals for intervention. In the Early Years the EYFS Profile assists teachers in the early identification of pupils with SEN. Provision is flexible and allocated in response to children’s needs.
‘Removing Barriers to Learning’ form

As a school we recognise that parents have a wealth of knowledge about their children. If a teacher has an initial concern about a child’s progress, parents are asked to attend a meeting to discuss the possible barriers to their child’s learning. It is at this meeting that ‘Removing Barriers to Learning’ form is used to record outcomes and so inform next steps to supporting the child.

See Appendix B for a copy of’ Removing Barriers to Learning’ form



  • The stages of the Code of Practice

The code outlines a staged process to assist with meeting individual needs as pupils with SEN will need different kinds of support and different levels of intervention. An explanation of the stages are as follows:-
Early Years Action or School Action

If a pupil is consistently making little progress, the teacher may feel that specific targeted activities may be necessary to address the needs of the pupil over and above those already in place in the class for the majority of the other pupils. The class teacher and SENCO will identify targets for development and the appropriate intervention that will address the area of need. This information will be set out in the year group’s Provision Map

Early Years Action Plus or School Action Plus

If a pupil continues to make little progress after strategies and activities have been tried at the previous stage, it may be necessary for the teacher and SENCO to seek further advice to help meet the pupil’s needs. Advice or recommendations from other supporting agents such as an Educational Psychologist (EP), a Speech and Language Therapist (SaLT), an Occupational Therapist (OT), CAMHS or the borough LBL/SEN support team will inform target setting for that pupil. This information will be recorded in the year group’s Provision Map.


Assessment

At this stage the school or parents or carers may feel that the pupil has continuing and long term needs that require further identification from a multi-disciplinary team. The school or parents may request a Statutory Assessment from the Local Education Authority (LEA). The LEA will collect evidence and reports from all parties and make a decision as to whether they will proceed with the assessment. This decision is taken by an SEN Panel made up of LEA officers, Headteachers and SENCO’s and representatives from the Health Authority. If the panel agree to the assessment then a full Statutory Assessment will be carried out to identify the pupil’s needs, to name a school placement and where necessary to provide additional resources. If the SEN Panel refuse to carry out an assessment the parents or carers can appeal to the SEN and Disability tribunal.


Statement of SEN

This refers to the document provided by the LEA which describes the pupil’s Special Educational Needs after a statutory assessment has been carried out. It is a legal document that outlines the specific needs of the pupil and how these should be met in school. It will name the pupil’s school placement and may also provide additional resources for the school to use to help them meet the objectives in the statement. Only a small percentage of pupils will need this level of SEN support. The progress of pupils with Statements is reviewed each year at the Annual Review meeting. For Early Years pupils there will be a review at six monthly intervals.



Arrangements for Supporting Pupils with SEN and/or a Disability

Class teachers are responsible for the planning and delivery of a broad and balanced curriculum for all pupils including SEN pupils and those with a disability. The majority of children’s need will be met in their own classroom, with their own teacher, through a carefully and thoughtfully planned differentiated curriculum where teachers may draw on the curriculum and guidance from previous key stages if necessary.

However, when children are withdrawn from a class for extra support the class teacher will inform the parents and carers. The support may be part of a group programme that is led by a teaching assistant, or 1:1 work with a teaching assistant on a specific task or activity. Where children are withdrawn from lessons, care will always be taken to make sure that children do not consistently miss the same curriculum subject or activity. Every effort will be made to ensure that the children still receive a broad and balanced curriculum.
Resources allocated to pupils with SEN and/or a Disability

The budget for supporting pupils in school is determined annually by the governing body. The budget allocated specifically for supporting pupils with SEN and/or a disability is used to purchase equipment and resources, support for small groups from the SENCO, support from teaching assistants and staff training in this area. The budget is allocated between all pupils with SEN and/or a disability and is determined termly depending on the individual needs of pupils at each of these stages. The use of the budget is planned by the SENCO and the Headteacher and discussed with the leadership team and governors. The school uses a wide range of assessment and record keeping data to help identify pupils’ needs and target appropriate support. Teaching assistants are trained to support pupils and to carry out a wide range of intervention programmes which target specific skills and knowledge. Funding for support is normally directed towards those pupils who are finding it difficult to make appropriate progress without extra support or resources.




Provision Mapping– roles, responsibilities and targets

All pupils with Special Educational Needs, no matter at what stage, will need carefully devised targets to be identified and the following procedures apply. Provision Maps are written and reviewed three times a year, Autumn, Spring and Summer.

Appendix A contains a copy of the Aragon Provision Map format.
Provision Mapping meetings happen with the year group classteachers and the SENCO at the end of a term and a whole school assessment period. It is at this meeting that targets are identified for pupils and appropriate interventions selected. Previous targets are evaluated using entry and exit data as set out in that term’s Provision Map. A Provision Map is a working document and it can be added to or amended as pupils respond to interventions. Provision Maps are evaluated at the end of the term or intervention by the person(s) delivering the programme. Teaching assistants do this in conjunction with classteachers. Outside agencies evaluate their own provision. A new Provision Map is then set up in conjunction with the SENCO and classteachers and shared with pupils and children.

Provision Map is divided into Wave 1, 2 and 3 types of support. Wave 1 lists all the Quality First teaching strategies employed by teachers to support children in their learning. Wave 2 interventions support pupils who need a little help to catch-up with peers and is carried out in small groups. Wave 3 support is characterised by the involvement of outside agencies and is usually carried out on a one to one basis.


Parents are invited in to discuss their child’s provision for the coming term at a Parents Evening . At this meeting they will be asked to sign the Provision Map. Their child’s performance towards their previous targets will also be discussed as well as ways in which they can help at home.

In the Summer term there is a Parents Afternoon where parents are invited in to look at their child’s work and observe their child in class. In this instance parents are sent home details of the provision for their child for that term with an accompanying slip to sign and return to school.


Parents signatures are stored with the SENCO. Provision Maps are stored on TDrive within the central system so that they can be easily accessed by all.
Pupils are asked to reflect on their progress as part of them becoming independent learners. A booklet entitled ‘How am I doing?’ is completed by pupils. Booklets are shared with classteachers, teaching assistants and SENCO. Pupil responses are used to inform next term’s provision. Booklets are stored in the pupil’s SEN file.

  • SEN Class files

Each teacher has a file where SEN information about pupils is kept. The file should contain a section for each pupil in the class on the SEN register. Each section should contain any current relevant report that is informing the teacher’s classroom practice.
Security and confidentiality – all SEN records are confidential and should be safely and securely stored preferably in a locked filing cabinet, draw or cupboard.
At the end of each academic year the file must be passed onto the next class teacher. When pupils leave the school the file and contents should be passed back to the SENCO.


  • SEN Files in the SENCO’s room

Teachers and teaching assistants can have open access to any of the pupils’ records however they must NEVER be taken from the school premises. The files are kept in locked cabinets in the SENCO’s Room and if any are removed from the room then the SENCO should be informed.

The use of outside agencies and support services

The school has access to a range of other services that enable us to assess and support pupils and identify their needs.




  • Educational Psychology Service

The Local Authority (LA) allocates a number of hours of EP time to the school each year. At the beginning of the academic year the EP meets with the SENCO to prioritise who will be seen. The SENCO has a list of pupils and priority is given to those with the greatest need. The EP list is under constant review as pupils’ needs change. All pupils who see the EP will be on School Action Plus or above and will be experiencing difficulties which require specialist advice. A parent or carer can request that a pupil be seen by the EP but the pupil must fulfil the above criteria before being added to the EP list. Before any pupil sees the EP, parents have to give their written consent. Parents or carers receive copies of all written reports and on most occasions meet with the EP. The role of the EP is to support the school, parent/carer and pupil in identifying the pupil’s needs and providing appropriate recommendations for support.


  • LBL Team and Virtual Behaviour Service

This is a group of specialist teachers who are able to provide advice and assessments on a range of Special Educational Needs. The service has to be purchased from the LEA and the amount of service the school buys is dependent on the governors’ budget allocation. Pupils can be at any stage of the Code of Practice to access this service. Parents’ permission will always be obtained before the child is assessed or intervention given and they will receive a copy of the assessment report. Their advice would be incorporated into pupil targets on Provision Map.


  • Speech and Language Therapy

NHS service - Pupils can be referred before the age of 5 years to the NHS Speech and Language Therapy Service. However there are extensive waiting lists and the NHS tends to prioritise pupils for assessment and therapy according to their own criteria for intervention. Nursery children in particular tend to have been referred to the service via their health visitor or GP and will have therapy outside of school at the local clinic. The school has a record of these pupils.
Other pupils who receive therapy from the NHS therapists are those with statements of Special Educational Need and the therapy is specified in their statement. However, there is also a waiting list to access the therapy and ‘clinical indicators’ are used by the therapists to prioritise those with the greatest need. The therapist who visits the school works in close liaison with the SENCO, teachers and teaching assistants. Parents, carers, teachers and the TA are given copies of the targets that the therapist has set.
SaLT Therapist – Rebecca Osborn

At Aragon, we purchase our own speech and language therapist from SEN money allocated to the school. Dependent on the budget this allocation may change. Currently we buy in a morning a week. The therapist assesses children directly referred from the SENCO. Programmes of support are set up with clear targets for that term. Progress is then evaluated and a new programme developed by the speech therapist is carried out accordingly. Children receive two group sessions per week and one on a one to one basis if needed. All provision is recorded on Provision Map.

Wave 1 speech and language targets are developed through the speech therapist observing and supporting teachers with strategies to increase access to the curriculum for all. These strategies are recorded on Provision Map under Wave 1.


  • The Sensory team

This is a service provided by the LEA to support pupils who have hearing and visual impairments. The SENCO will make a direct referral as the needs arise. The service also holds a list of pupils with impairments and they are reviewed regularly and, where necessary, advice is given to the teacher, parent/carer and SENCO.

Soundfield systems to support children with hearing impairments and to improve general listening quality have been fitted to all upper Key Stage 2 classrooms. We have also purchased a portable system that can be moved to different rooms and used in the hall.





  • NHS services

Access to other services such as occupational therapy (OT) have to be done through the child’s GP or through an NHS Speech and Language Therapist. Where the school is concerned the SENCO will write to the GP making a request for OT.

The Child and Adolescent Mental Health Service can be accessed through a central referral point and the referral can be made by the SENCO. We currently have children supported by both Merton and Sutton CAMHS. The service accessed is dependent on whether the child’s doctor is a Merton or Sutton doctor.

From September 08 – 2011 we were part of a Targeted Mental Health in Schools Project (TaMHS) and now have access to a CAMHS worker in school. We also buy in a JIGSAW4U worker to support children to develop their resilience and therefore well being. A weekly drop-in counselling surgery is also offered to all pupils once a week.


  • School Nurse, Education Social Worker and Social services

Where necessary a referral will be made from the Headteacher, Deputy or SENCO to access these services.



  • Education Welfare Officer (EWO)

The school receives regular visits from the nominated EWO.


  • Parent Partnership Officer

The school will refer parents to this service for independent advice regarding the provision of their child’s Special Educational Needs. It is the responsibility of the parents to contact the officer and invite him or her to the meeting.



This team provides the school with advice that specifically relates to pupils who have an Autistic Spectrum Disorder. The amount of support and advice they can give varies on an annual basis dependent on their levels of staffing.
Statements of Special Educational Need and Annual Reviews

Some pupils within the school will have Statements of Special Educational Need. Where the school is given funding to help meet the objectives specified in the statement, a teaching assistant is normally employed to support the pupil in class or follow an individual programme on a 1:1 basis or in a small group. However, the funding can also be used to purchase resources or other services. This decision is made in consultation with parents/carers and discussed at the Annual Review meeting.


Every pupil with a statement has to have an Annual Review meeting each year to review the progress the pupil has made. The procedure for the Annual Review is laid down in the Code of Practice which the school follows. The school uses the standard format for documenting the meeting which is provided by the LEA. The school sees this meeting as extremely important. Reports are obtained in advance from parties attending the meeting in line with the time scales written in the Code of Practice. The reports are circulated before the meeting. Professionals working with the child and advising the school, as well as parents/carers are invited to the meeting. An interim review can be called at any time by either the school, parents or the LEA if there are issues to be discussed relating to the child’s progress or placement. If parents/carers would like to call an interim review they should contact the SENCO.

Teachers and teaching assistants must come to the meeting fully prepared to discuss the pupil’s progress as they are often the main advice givers. The deadlines for the submission of reports must be adhered to as this is set within a legal framework. The Annual Review gives the teacher a chance to inform all parties about the pupil’s progress and as such is part of the school’s assessment and record keeping policy. If teachers or teaching assistants have any concerns about the meeting this should be discussed in advance with the SENCO. The SENCO normally chairs and minutes the meeting. After the meeting papers are circulated with the new targets and copies are sent to the LEA. If changes are specified at the meeting the papers are returned to the SEN Panel for consideration. For pupils who are leaving the school in Year 6 or before, contact is made with the SENCO at the receiving school and they are invited to the child’s review. Special arrangements are then made to ensure a smooth transition for the child. Some children may make extra visits to the new schools with the support of TA’s or staff from the new school may visit the child at Aragon. Special Transition Materials devised by the TASC team are used to support some Year 6 groups of children in the summer term.


Link Placements

Aragon welcomes the associations that can be made with special schools within the area, and link placements and visits have been well established. Where a pupil is on a link placement every effort is made to make the transition between the different schools as easy as possible for the pupil. Both schools set up a regular system for communication and where possible are invited to attend each other’s whole school/class events and celebrations. Regular meetings take place to discuss the pupil’s progress. Other links with special schools are arranged where pupils attend specific lessons in each other’s school. These arrangements vary from year to year depending on the pupils involved. Links have been established for some time with Cricket Green School and St. Ann ’s School.


Inclusion of pupils in school activities

Every pupil is actively encouraged to participate in all school activities. This may require a level of pre-planning and consultation with parents/carers in line with the school’s accessibility plan, where a risk assessment is undertaken to ensure that adults and children remain safe and are not put at risk. In all instances these matters will be discussed with parents/carers in advance so that they are aware of the arrangements that the school can reasonably be expected to make. In rare circumstances it may be unreasonable for pupils to participate in certain activities but wherever possible alternative arrangements for the pupil will be made.


Parents and Carers

Aragon actively seeks to make and maintain good working relationships with all parents/carers and to involve them in their child’s education. If parents/carers are concerned about their child’s progress they should in the first instance always speak to the class teacher. The child may already have recognised special needs or this may be something that is discussed at the meeting. If either the teacher or the parent feels that they need more information or advice then a meeting can be arranged with the SENCO and further suggestions or options can be discussed.


If after meeting the class teacher and the SENCO a parent or carer is unhappy with the provision that is being offered in school they should make an appointment to discuss this further with the Headteacher.
Admission Arrangements

Pupils with SEN but without a statement have the same rights of admission as all other prospective pupils.

The school follows Merton’s Admission Policy. The school will also follow their accessibility plan as it relates to admitting pupils with a disability.
Access for pupils with a disability

Since April 2003 the school has had an accessibility plan which outlines the school’s plans for meeting the needs of pupils with a disability.

See current Accessibility Plan 2009 – 2012
Professional Development

The training needs of all staff are identified through Performance Management and Teaching Assistant Reviews. Teachers and teaching assistants have access to a range of training mainly provided by the SENCO or specialists within the authority. Several members of staff have attended long term courses to gain specific qualifications in SEN.


The Governing body’s evaluation of SEN and Disability provision

The school improvement plan reflects the needs of the entire school and pupil achievement is central to this plan. The governors ensure that SEN and disability provision is reviewed as part of the school’s ongoing monitoring programme. The SENCO is required to provide regular updates to the relevant governor subcommittees and whole governing body via the Headteacher’s report.



Glossary
Annual Review A statutory meeting convened to review a child’s statement of Special Educational Need.
Code of Practice A guide to schools, Local Education Authorities, Health and Social Service departments about the help they can give to children experiencing Special Educational Needs. Schools and L.E.A.s must have regard to the code in their dealings with children experiencing Special Educational Needs.

Special Educational Needs A child experiencing learning difficulties calling for special educational provision.
Statement of Special Educational Needs A legal document which sets out a child’s needs and the extra help to be provided.
Statutory assessment A detailed examination of a child’s needs undertaken by the L.E.A. and carried out by a variety of professionals.

Appendix A


Appendix B



Provision Map

Year – Spring Term

Wave 1 Strategies:

Differentiation Home Learning Writing Frames Use of IT Questioning slopes,grips,cushions delete/add as appropriate

Visual Timetable rules,rewards,praise peer support/assessments learning styles circle time Learning Breaks

Target Setting Reading helpers visual, auditory, kinaesthetic brain gym Assessment for Learning resourcing alternative forms of recording

Wave 2 Interventions:

Intervention

Frequency

Staff


Pupil

Entry

data


Target

Exit

data


Outcomes












































































































Parental Involvement

Pupil Name

Parents Signature / Date



























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