How should records be kept?
The Code of Practice states:
"It is for schools to determine their own approach to record keeping in line with the requirements of the Data Protection Act 1998”.
Schools should record details of additional or different provision made as part of the graduated approach. These records should form part of regular discussions with parents about the young person’s progress, expected outcomes from the support and planned next steps. Schools should ensure that they have accurate information to evidence the SEN support that has been provided over the young person’s time in the school, as well as its impact in a form which is shareable and understandable to other people and organisations.
Schools use information systems to monitor the progress and development of all young people. Details of SEND, targets, teaching strategies and the involvement of specialists and review should be recorded as part of this overall approach.
The school should readily share this information with parents. It should be provided in a format that is accessible.
There are a range of different ways for schools to document their provision at the graduated response - this depends on the level of the young person's needs and the level of support that is being provided. There are different terms used to name these documents, including Individual Support Plans,and Individual Education Plans. A looked after child will also have a Personal Education Plan (PEP). A child with medical needs will have an Individual Healthcare Plan
A pupil passport or one page profile is a useful of recording and sharing information about the young person following a Graduated Approach.
The SEND Code of Practice (2015) states:
"Provision maps are an efficient way of showing all of the provision that the school makes which is additional to and different from that which is offered through the school’s curriculum. The use of provision mapping can help SENCOs to maintain an overview of the programmes and interventions used with different groups of pupils and provide a basis for monitoring the levels of intervention.
Provision management can be used strategically to develop special educational provision to match the assessed needs of pupils across the school, and to evaluate the impact of that provision on pupil progress. Used in this way provision management can also contribute to school improvement by identifying particular patterns of need and potential areas of development for teaching staff. It can help the school to develop the use of interventions that are effective and to remove those that are less so. It can support schools to improve their core offer for all pupils as the most effective approaches are adopted more widely across the school".