The Essex Provision Guidance provides an evidence-based reference for schools and other practitioners to include advice on all that could be done to meet the needs of children with special and additional needs.
The Provision Guidance draws on good practice in schools, and evidence-based, applied psychological theory and research. It has been created by Educational Psychologists in close collaboration with the Specialist Teacher teams within Essex.
What is its purpose?
The purpose of the guidance is to support school staff in the process of building on current good practice and to help schools to develop systems, skills and structures for responding to pupils’ needs. It provides clarity and consistency when deciding the level and type of support a child needs.
Ideas for use:
Supporting One Planning through identifying provision to help meet outcomes
As a self-help guide for practitioners when considering provision in their classrooms
Providing a point of reference for school staff when deciding which level of the graduated response pupils are working on
As an audit tool for individual pupils or for school practice identifying gaps in provision
New ideas for working with individual pupils
For working in partnership with parents and carers providing clarity and transparency when explaining provision the school is making for their child
What does it include?
It covers the main Categories of Need identified within Essex. Each area comes under one of the umbrella categories in the new SEND Code of Practice.
Learning Difficulties and Disabilities
Social, Emotional and Mental Health
Autism and social communication difficulties
Speech, Language and Communication needs
Physical and Neurological impairment
Sensory (hearing, visual and multi-sensory impairments)
Early Years Provision