ST JAMES PRIMARY SCHOOL
CHURCH OF ENGLAND (AIDED)
Guidelines for Pupil Support
Guidelines for in-class support
Teachers are responsible for planning differentiated work for all children in their care. This includes
planning appropriate work for the more able and those with specific needs. Adult support is
identified in the planning. Continuing assessment and Individual Education Plans (IEPs) inform this
planning. (IEPs are reviewed termly or more frequently when required.)
Teachers share this planning with the teaching assistant. When appropriate, teachers plan in
collaboration with teaching assistant for the children concerned.
Teaching assistants feed back to class teachers, information arising from their work with the
targeted children. This is used to inform short term planning and to prepare focused tasks.
Teacher–teaching assistant liaison takes place informally, through written notes and observations,
(e.g. recorded in a book, kept in the classroom), and in regular liaison meetings. These meetings
take place either before school or during allocated assembly times.
Guidelines for withdrawal support.
Work carried out is planned either by the class teacher in conjunction with the teaching assistant
or by the SENCO and the teaching assistants, after liaison with the class teacher.
Teaching assistants feedback to class teachers and the SENCO, assessment information arising
from their groups. Assessment notes are made by the teaching assistants and SENCO, either using
record books which accompany a scheme e.g. Tracks Literacy, or in a record book or sheet, for
example in the case of Oral Language Group, Auditory skills and Social Skills groups. Feedback
occurs either on a regular informal basis or during meetings with teaching assistants e.g. liaison
meetings and IEP reviews. This informs future short term planning.
Teaching assistants liaise with class teachers so that targeted work in withdrawal groups, for
example oral language groups, is linked when appropriate, to topics being discussed and worked
on in the classroom. In the case of social skills groups and emotional literacy groups, work will be
planned to cater for group members’ needs and wherever possible, linked with current
playground, behaviour and PHSE issues.
Timetables are made so as to ensure that the children withdrawn still have full access to National
Curriculum.
Withdrawal group time is carefully chosen. Tracks Literacy and the Five Minute Box take place
where possible between 9:00 and 9:30 while other children are doing ‘morning activities’. SNAP
groups take place wherever possible at the end of numeracy sessions. Children may be
withdrawn during independent working time, or at convenient times during the afternoons,
minimizing disruption to their access to the National Curriculum.
Children will return to class in orderly fashion, either with a follow up activity or to settle into an
activity provided in the classroom.
SEN – Guidelines
updated Oct 09