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.
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 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.
