Preparing for and Attending Meetings About Your Child's SEND, Including Torbay Graduated Response
Attending a meeting to discuss your child's Special Educational Needs and Disabilities (SEND) can be an important step in ensuring that their needs are properly supported. Here is some practical advice to help you prepare for and attend these meetings, with specific information on the **Torbay Graduated Response**.
Why You Might Need a Meeting
You have the right to request a meeting with any professionals involved in your child’s education. Common reasons for requesting a meeting include concerns about:
- Your child’s progress.
- How their SEND needs are being met.
- Issues such as bullying related to their SEND needs.
- Your child’s behavior and its impact on their education.
Understanding the Torbay Graduated Response
The **Torbay Graduated Response** is a framework used by schools in the Torbay area to support children and young people with SEND. It is based on a tiered approach, starting with high-quality teaching within the classroom and progressing to more intensive support as needed. The response is designed to ensure that every child receives the appropriate level of support to help them make progress. The Graduated Response follows these stages:
1. **Quality First Teaching**: The starting point for all pupils, ensuring that teaching is differentiated to meet diverse needs within the classroom.
2. **Targeted Support**: For children who need additional support beyond what is normally provided, schools may implement specific interventions or small group work. This could include extra teaching, support from a teaching assistant, or specialized resources.
3. **Specialist Support**: If a child requires more intensive support, the school may involve outside specialists, such as educational psychologists, speech and language therapists, or behavior specialists, to provide targeted assistance.
4. **Education, Health, and Care Plan (EHCP)**: For children whose needs are significant and cannot be met through the previous stages, an EHCP assessment may be requested. The EHCP will outline the specific support required across education, health, and care.
During meetings, it’s important to discuss which stage of the Graduated Response your child is currently at and whether a move to a more intensive level of support is needed. You should also ask about any interventions that are in place and whether they are proving effective.
Who to Meet With
The first step is to arrange a meeting with your child's class teacher to discuss your concerns. Rather than trying to catch the teacher at a busy time, it is best to formally request a meeting. If, after speaking to the class teacher, you are still concerned or feel that your child needs more support, you can ask to meet with the school’s Special Educational Needs Coordinator (SENCO). The SENCO is responsible for overseeing the daily implementation of SEND support in the school and providing advice to teachers to help pupils with SEND make progress.
If your concerns are specifically related to your child’s Education, Health, and Care Plan (EHCP), you may also want to involve your local authority’s Special Educational Needs and Assessment (SENA) case manager. The SENA team is responsible for creating and reviewing EHCPs.
How to Organize a Meeting
To request a meeting, you can call, email, or write a letter to the school specifying who you want to meet with, the issues you would like to discuss, and your availability. If you want other professionals, such as a speech and language therapist or support worker, to attend the meeting, you can ask the school to help arrange it. If the suggested date is not suitable for you, don’t hesitate to ask for a different time.
Preparing for the Meeting
Before the meeting, it is helpful to find out:
- Who will attend the meeting and their roles.
- What topics will be discussed.
- When and where the meeting will take place and how long it is expected to last.
You can also request an agenda in advance and review any recent documents, such as a pupil passport or profile, which outlines the support your child is receiving. This can help you prepare questions and points for discussion.
If you feel it would be helpful, consider bringing someone with you to the meeting for support. This could be a friend, relative, or an advocate from a service like SENDIASS (Special Educational Needs and Disability Information Advice and Support Service).
Topics to Consider Before the Meeting
Consider writing a list of important issues to cover during the meeting. Think about:
- Your main concerns (e.g., social, emotional, or academic progress).
- The current support your child is receiving and any gaps.
- Issues your child may be facing with friendships or social interactions.
- What you hope to achieve from the meeting.
- Any additional services you think should be involved.
- What actions you believe should be taken and what you can do to support at home.
You might also want to share your child’s perspective, such as their likes, dislikes, worries, and suggestions for what might help them in school.
What to Bring to the Meeting
Consider bringing the following to the meeting:
- A written list of questions, concerns, and points you want to discuss.
- A notepad and pen to take notes.
- Any relevant reports or letters, such as medical documents.
- Any additional information that could be helpful, such as your own research or your child's views.
During the meeting:
- Ensure everyone introduces themselves and explains their role.
- Confirm the meeting’s expected duration.
- Make sure any agreed actions are documented before the meeting ends.
- Share your child's views, if you have them.
- Clarify anything you do not understand and ask for explanations if needed.
- Set a date for follow-up or review meetings to monitor progress and discuss next steps.
After the Meeting
After the meeting, make sure you know:
- What was agreed upon and who is responsible for each action.
- What the next steps are and what follow-up arrangements have been made.
- Who to contact if you need further help or clarification.
- The date for the next meeting, if one has been arranged.
If the actions agreed upon at the meeting are not implemented, consider speaking with the headteacher. If you remain unsatisfied, you can escalate your concerns to the school governors. Each school has a complaints policy to guide you on how to take things further.
Preparing for and attending meetings about your child’s SEND
Meetings with your child’s school are an opportunity to discuss your child’s needs, progress and support. They should also give you the opportunity to share your views and make sure your child’s views are heard.
If your child receives SEN Support, the SEND Code of Practice says the school should talk to you regularly to set clear outcomes, review progress and discuss the support that will help your child. Schools should meet parents at least three times each year.
Who should you speak to?
Your child’s class teacher, form tutor or subject teacher will often be a good starting point because they work directly with your child.
You can also ask to speak to the school’s Special Educational Needs Co-ordinator (SENCO) if you want to discuss your child’s SEN, the provision being made or concerns about their progress.
The SEND Code of Practice says discussions about SEN Support should usually be led by a teacher who knows your child well, supported by the SENCO.
Asking for a meeting
You can contact the school and ask for a meeting if you have concerns about your child’s education or SEND support.
It can help to explain what you would like to discuss when you request the meeting. This gives the school time to gather relevant information and involve appropriate staff.
You might want to discuss:
-
your child’s strengths and needs
-
progress and any barriers to learning
-
support or reasonable adjustments currently in place
-
concerns about attendance, behaviour or emotional wellbeing
-
friendships or bullying
-
what your child says about school
-
support that is working well
-
support that isn’t having the expected impact
-
advice from professionals involved with your child.
Before the meeting
Think about what you want to get from the meeting and write down the main points you want to discuss.
You may want to ask for copies of relevant information before the meeting, such as your child’s SEN Support plan, pupil profile, recent assessments or other records relating to their support.
It can help to write down:
-
your main concerns
-
what’s working well
-
any changes you’ve noticed
-
what your child thinks
-
questions you want answered
-
what you would like to happen next.
You can ask who will attend the meeting and how long has been set aside.
Your child’s views
Your child’s views should form part of discussions about their SEN Support. The SEND Code of Practice says their views can be included by involving them in all or part of the meeting or by gathering their views beforehand.
Think about how your child would prefer to give their views. They might want to attend, write something down, make a video, use pictures or symbols, or ask someone they trust to share their views.
During the meeting
Don’t be afraid to ask questions or ask someone to explain something in a different way.
Useful questions might include:
-
What needs has the school identified?
-
What outcomes are we working towards?
-
What support is currently being provided?
-
How often is that support provided and by whom?
-
What reasonable adjustments are in place?
-
What evidence is there about what’s working?
-
What isn’t working?
-
What does my child think about their support?
-
Is advice from another professional needed?
-
What are we agreeing to do next?
-
Who will be responsible for each action?
-
When will we review it?
Recording what has been agreed
There should be a clear record of the outcomes, actions and support agreed through discussions about SEN Support.
The SEND Code of Practice says this record should be shared with appropriate school staff and given to the pupil’s parents.
Before or shortly after the meeting, make sure you’re clear about:
-
what has been agreed
-
who will do each action
-
when actions should happen
-
how progress will be measured
-
when the support will be reviewed.
If you receive meeting notes and think something important is missing or inaccurate, you can contact the school and explain this in writing.
Torbay’s Graduated Response
Torbay’s Graduated Response provides information about support and provision for children and young people with SEND.
It can be useful when preparing for a meeting because it can help you understand the types of support and approaches that may be considered in response to your child’s needs.
Taking someone with you
You may find it helpful to take someone with you, such as a friend or family member. Let the school know beforehand who will be attending with you.
SENDIASS Torbay can help you prepare for a SEND meeting. In some circumstances, we may also be able to attend a meeting with you. This will depend on your circumstances, the type of meeting and our capacity.
SENDIASS Torbay request for support form – Fill in form
If you still have concerns after the meeting
If agreed actions don’t happen, or you remain concerned about your child’s support, contact the school again and explain your concerns.
Depending on the issue, you may need to speak to the SENCO or headteacher. If the issue isn’t resolved, you can ask the school for a copy of its complaints procedure.
Preparing for and attending meetings about your child's SEND including Torbays Graduated Response
SEND Support in Torbay Schools
On this page, you’ll find information and practical advice about support for special educational needs and disabilities (SEND) in Torbay school settings.
What is SEND?
A child is considered to have SEND if they have a learning disability or condition that makes it harder for them to learn, requiring more support than their peers.
Types of SEND
-
Communication and Interaction Needs
-
Cognition and Learning Needs
-
Social, Emotional, and Mental Health (SEMH) Difficulties
-
Sensory or Physical Needs
Support in Mainstream Schools
All mainstream schools are legally required to support children with SEND through a graduated approach:
-
Assess – Identify the child’s needs.
-
Plan – Agree on support, its frequency, and responsible parties. Set review dates.
-
Do – Implement and monitor support.
-
Review – Evaluate the support plan and child’s progress regularly (at least three times a year).
Parental Involvement
Parents and carers should be involved in discussions and planning for their child’s support, ensuring they are informed and their views considered.
The SEND Code of Practice states:
"Schools should take seriously any concerns raised by a parent." (6.45)
Asking for a Meeting
You have the right to request a meeting with any professionals involved with your child. Reasons for requesting a meeting may include:
-
Concerns about your child's progress
-
How your child's SEND needs are being met
-
Bullying related to SEND
-
Your child's behavior and its impact on their education
Who to Meet With
-
Class Teacher: Arrange a meeting to discuss your concerns.
-
SENCO: If concerns persist or more support is needed, meet with the SENCO.
Organising a Meeting
Request a meeting by calling, emailing, or writing to the school. Include:
-
Who you want to meet with
-
Issues you want to discuss
-
Preferred times and dates
Available Support
Support may include:
-
Additional help from teachers or learning support assistants.
-
Adjusted materials and equipment.
-
Small group work.
-
Observations and support during class or speech and language.
-
. For more information on excel and support please see Torbay’s graduated response toolkit
-
Graduated Response - Torbay Council
-
break times.
Help with physical or personal care needs.
One-to-one assistance with literacy, maths, or speech and language.
For more information on excel and support please see Torbay’s graduated response toolkit
Preparing for and attending meetings about your child's SEND including Torbays Graduated Response
Preparing for and attending meetings about your child's SEND including Torbays Graduated Response
Attending a meeting to discuss your child's Special Educational Needs and Disabilities (SEND) can be an important step in ensuring that their needs are properly supported. Here is some practical advice to help you prepare for and attend these meetings, with specific information on the **Torbay Graduated Response**.
Why You Might Need a Meeting
You have the right to request a meeting with any professionals involved in your child’s education. Common reasons for requesting a meeting include concerns about:
- Your child’s progress.
- How their SEND needs are being met.
- Issues such as bullying related to their SEND needs.
- Your child’s behavior and its impact on their education.
Understanding the Torbay Graduated Response
The **Torbay Graduated Response** is a framework used by schools in the Torbay area to support children and young people with SEND. It is based on a tiered approach, starting with high-quality teaching within the classroom and progressing to more intensive support as needed. The response is designed to ensure that every child receives the appropriate level of support to help them make progress. The Graduated Response follows these stages:
1. **Quality First Teaching**: The starting point for all pupils, ensuring that teaching is differentiated to meet diverse needs within the classroom.
2. **Targeted Support**: For children who need additional support beyond what is normally provided, schools may implement specific interventions or small group work. This could include extra teaching, support from a teaching assistant, or specialized resources.
3. **Specialist Support**: If a child requires more intensive support, the school may involve outside specialists, such as educational psychologists, speech and language therapists, or behavior specialists, to provide targeted assistance.
4. **Education, Health, and Care Plan (EHCP)**: For children whose needs are significant and cannot be met through the previous stages, an EHCP assessment may be requested. The EHCP will outline the specific support required across education, health, and care.
During meetings, it’s important to discuss which stage of the Graduated Response your child is currently at and whether a move to a more intensive level of support is needed. You should also ask about any interventions that are in place and whether they are proving effective.
Who to Meet With
The first step is to arrange a meeting with your child's class teacher to discuss your concerns. Rather than trying to catch the teacher at a busy time, it is best to formally request a meeting. If, after speaking to the class teacher, you are still concerned or feel that your child needs more support, you can ask to meet with the school’s Special Educational Needs Coordinator (SENCO). The SENCO is responsible for overseeing the daily implementation of SEND support in the school and providing advice to teachers to help pupils with SEND make progress.
If your concerns are specifically related to your child’s Education, Health, and Care Plan (EHCP), you may also want to involve your local authority’s Special Educational Needs and Assessment (SENA) case manager. The SENA team is responsible for creating and reviewing EHCPs.
How to Organize a Meeting
To request a meeting, you can call, email, or write a letter to the school specifying who you want to meet with, the issues you would like to discuss, and your availability. If you want other professionals, such as a speech and language therapist or support worker, to attend the meeting, you can ask the school to help arrange it. If the suggested date is not suitable for you, don’t hesitate to ask for a different time.
Preparing for the Meeting
Before the meeting, it is helpful to find out:
- Who will attend the meeting and their roles.
- What topics will be discussed.
- When and where the meeting will take place and how long it is expected to last.
You can also request an agenda in advance and review any recent documents, such as a pupil passport or profile, which outlines the support your child is receiving. This can help you prepare questions and points for discussion.
If you feel it would be helpful, consider bringing someone with you to the meeting for support. This could be a friend, relative, or an advocate from a service like SENDIASS (Special Educational Needs and Disability Information Advice and Support Service).
Topics to Consider Before the Meeting
Consider writing a list of important issues to cover during the meeting. Think about:
- Your main concerns (e.g., social, emotional, or academic progress).
- The current support your child is receiving and any gaps.
- Issues your child may be facing with friendships or social interactions.
- What you hope to achieve from the meeting.
- Any additional services you think should be involved.
- What actions you believe should be taken and what you can do to support at home.
You might also want to share your child’s perspective, such as their likes, dislikes, worries, and suggestions for what might help them in school.
What to Bring to the Meeting
Consider bringing the following to the meeting:
- A written list of questions, concerns, and points you want to discuss.
- A notepad and pen to take notes.
- Any relevant reports or letters, such as medical documents.
- Any additional information that could be helpful, such as your own research or your child's views.
During the meeting:
- Ensure everyone introduces themselves and explains their role.
- Confirm the meeting’s expected duration.
- Make sure any agreed actions are documented before the meeting ends.
- Share your child's views, if you have them.
- Clarify anything you do not understand and ask for explanations if needed.
- Set a date for follow-up or review meetings to monitor progress and discuss next steps.
After the Meeting
After the meeting, make sure you know:
- What was agreed upon and who is responsible for each action.
- What the next steps are and what follow-up arrangements have been made.
- Who to contact if you need further help or clarification.
- The date for the next meeting, if one has been arranged.
If the actions agreed upon at the meeting are not implemented, consider speaking with the headteacher. If you remain unsatisfied, you can escalate your concerns to the school governors. Each school has a complaints policy to guide you on how to take things further.
