Parent Handbook – I
“IEP” stands for “Individual Education Plan”. If your child has identified Special Educational Needs or a Disability (SEND) this indicates that they may need specific support of some kind to help them make good progress towards appropriately challenging personal targets.
An IEP details these targets and how the school (and sometimes parents) will support the child in achieving them. It is an important document as it gives school and parents a shared structure to talk about what a child needs. IEPs are reviewed regularly, usually at a meeting between the child’s class teacher and their parents. This may be at a normal parental consultation meeting or can involve an additional meeting.
The school’s SENCO (Mrs Sahota – Deputy Head) maintains an overview of all children with IEPs and will attend and support meetings for children where their level of need requires it. IEP meetings are also sometimes attended by external professionals involved in supporting a child’s learning (e.g. from Speech & Language).
Whilst not a common occurrence, sometimes children fall ill or sustain an injury during the school day. We will always do our best to look after children and we encourage them to stay in school whenever possible. However, if we feel they need to go home we will ring parents to arrange for them to be collected. If no-one is available to collect them quickly, we will always do our best to look after them until someone can come.
If a child feels poorly or has had an accident that we feel parents should know about (especially head injuries) we also make sure we let parents know either by phone or in person at the end of the day.
The word “intervention” is used a lot in schools and it is really not something to be worried about.
It is a word that can mean a great many things in practice but really just describes an extra bit of work or support we are giving to a child for a particular purpose. Sometimes children are in receipt of intervention support for very short periods of time to help them with a very focussed piece of learning in a particular subject or sometimes children benefit from longstanding interventions that help them develop strategies to support them with long-term special educational needs. Sometimes intervention strategies involve children completing additional or different tasks within a normal lesson and sometimes it can mean moving somewhere else for a short time with a teaching assistant or teacher.
A child having a handwriting intervention to help them learn a particular set of joins or to develop consistency between certain letters.
A child having the opportunity to talk through a bereavement in their life.
A child completing specific tasks to help them develop fine motor control (e.g. pencil grip).
A child having short-term support to help them understand carrying in column addition.
If you ever have any questions about intervention work that your child is doing, the first person to talk to is their class teacher who is responsible for coordinating interventions for every child in their class (although they may get professional advice from colleagues and will not always be the person carrying out the intervention).