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Supporting Students with SEN: Referral Processes and Interventions for Effective Learning

This document outlines the identification and support processes for students with special educational needs (SEN) based on assessment scores from MidYIS and Yellis tests. Strategies for implementing Individual Education Plans (IEPs) are detailed, alongside referral procedures and recommended interventions. A case study of a student (Child A) highlights specific behavioral observations, with suggested strategies and targets for improvement. Regular review meetings, staff information packs, and ongoing support are emphasized to ensure tailored educational responses for students with SEN across all key stages.

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Supporting Students with SEN: Referral Processes and Interventions for Effective Learning

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  1. SEN at SRS Juliet Irwin Senior Pastoral Leader

  2. Identification • KS3 - Based on Midyis tests (now CATs) • Scored below 80 as an average they are on the list • Now using CATs testing with Y7 which tends to be more accurately. • KS4 - Based on Yellis tests • Scored below 85 as an average they are on the list Teacher suggestions are encouraged

  3. Referral Process, IEPs and Interventions • Step One Form • Inclusion Referral Form • IEPs (inc recommended strategies) • Interventions

  4. Register of Inclusion

  5. ScenarioChild A Summary from observations During whole class teaching child A is active however makes eye contact with the teacher. Arms, legs and hands appear fidgety and this distracts those students around them. Child A shouts out answers often before the teacher has finished asking questions and these sometimes appear random and not fully related to the question. When transitioning to an activity child A often rushes to start does not always respond to the instructions given often only interpreting some of the information, therefore does not produce the expected work. Child A can get defensive and upset when this is identified by staff. • Identify 3 strategies which would support this student • Identify possible IEP targets

  6. Provision • KS3, KS4 and KS5 • Collect information from teachers about specific needs • Interview student • Produce an IEP for the student that includes clear targets and success criteria • Learning mentors will review every 6 weeks. • An interview will be held with the student half termly to identify progress in preparation for the termly review • Feedback to all parties and put in place further action if required

  7. What Next • Following the meetings with students in the first 2 weeks back: • Staff will receive information pack about students with an IEP • Teachers must use the information from the IEP to inform their teaching of their students’

  8. Who to see: • KS3 students – see Karen • KS4 students – see Juliet • KS5 students – see John

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