| Staff at
your child's setting may be concerned that s/he has special educational
needs. This may be because s/he: |
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Has difficulties or has made little or no progress even when teaching
has been targeted at his/her weaknesses |
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Has emotional
and/or behavioural difficulties |
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Has communication
difficulties |
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Has
sensory or physical problems (e.g. sight/hearing impairment etc)
and does not make progress even with the use of specialist equipment |
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Is working
at levels significantly below those expected of a child of similar
age |
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Staff should discuss
with you the best ways in which to support your child to make
progress. The SENCO should also help and advise staff. It is important
that you are involved in discussions and that you give your views
on your child's progress.
The SENCO and other
staff should gather as much information about your child as possible
in order to get a full picture.
If it is decided that
your child needs extra support at Early Years Action, this could be:
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Differentiated
materials |
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Special
equipment |
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Group work |
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Individual
Support |
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Training
for staff on how best to support your child |
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One-off
or occasional support from the local education authority |
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| The SENCO
will draw up an Individual Education Plan (IEP) for your child.
This will include: |
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Short term
targets (SMART) |
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Different
ways of teaching |
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The special
educational provision |
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Date when
the IEP is to be reviewed |
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How
progress is to be measured |
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