Review existing information on pupils’ using school-based data, and any information from parents and external professionals. Engage in additional screening and data gathering as required, Action 1: using informal and formal assessment approaches (for example, Identification of pupils teacher observations, information on social and emotional with special competence, standardised tests, diagnostic tests). educational needs Identify all pupils with special educational needs in the school. Match their needs to the appropriate level on the Continuum of Support. Action 2: on individual needs, set clear learning targets for each pupil Setting targets at each level of the Continuum of Support. Identify the level and type of intervention required to meet targets Action 3: for each pupil on the Continuum of Support. Schools should Planning teaching consider methodologies best suited to promoting meaningful methods and inclusion such as differentiation, heterogeneous grouping, approaches and small group teaching. They should also be mindful that the interventions and supports that they are using are evidence-informed. Action 4: Organising early Based on identified needs, choose evidence-informed early intervention and intervention/prevention programmes to address concerns. Identify prevention time needed and staffing commitment required. programmes Cross-reference the needs of pupils at School Support and School Support Plus levels and consider common needs that can be met Action 5: by grouping to ensure effective and efficient teaching and learning Organising and approaches. Agree which teacher(s) will cater for these deploying special groups/individuals and when and where the teaching will take education teaching place. resources Be mindful of the requirement that pupils with the greatest level of need should receive the greatest level of support from teachers with relevant expertise. Establish a tracking and recording system, to ensure that the Action 6: progress of all pupils in meeting their identified targets is Tracking, recording monitored: and reviewing progress At and Classroom Support level by all teachers At the School Support and School Support Plus levels by teachers and special education teachers Identification of Needs through the Continuum of Support Process The class teacher considers how to differentiate the learning programme effectively to accommodate the needs of all pupils in the class. A classroom support plan is developed and / or adjusted over time for those pupils who do not respond appropriately to the differentiated programme.
Action 1: Identification of pupils with special educational needs Review existing information on pupils’ using school-based data, and any information from parents and external professionals. Engage in additional screening and data gathering as required, using informal and formal assessment approaches (for example, teacher observations, information on social and emotional competence, standardised tests, diagnostic tests). Identify all pupils with special educational needs in the school. Match their needs to the appropriate level on the Continuum of Support. Action 2: Setting targets on individual needs, set clear learning targets for each pupil at each level of the Continuum of Support. Action 3: Planning teaching methods and approaches Identify the level and type of intervention required to meet targets for each pupil on the Continuum of Support. Schools should consider methodologies best suited to promoting meaningful inclusion such as differentiation, heterogeneous grouping, and small group teaching. They should also be mindful that the interventions and supports that they are using are evidence-informed. Action 4: Organising early intervention and prevention programmes Based on identified needs, choose evidence-informed early intervention/prevention programmes to address concerns. Identify time needed and staffing commitment required. Action 5: Organising and deploying special education teaching resources Cross-reference the needs of pupils at School Support and School Support Plus levels and consider common needs that can be met by grouping to ensure effective and efficient teaching and learning approaches. Agree which teacher(s) will cater for these groups/individuals and when and where the teaching will take place. Be mindful of the requirement that pupils with the greatest level of need should receive the greatest level of support from teachers with relevant expertise. Action 6: Tracking, recording and reviewing progress Establish a tracking and recording system, to ensure that the progress of all pupils in meeting their identified targets is monitored: At and Classroom Support level by all teachers At the School Support and School Support Plus levels by teachers and special education teachers Identification of Needs through the Continuum of Support Process The class teacher considers how to differentiate the learning programme effectively to accommodate the needs of all pupils in the class. A classroom support plan is developed and / or adjusted over time for those pupils who do not respond appropriately to the differentiated programme.