Evidence that a child is not making progress can lead to the need for action to meet learning difficulties.

Intervention under School Action can be taken where there is evidence to support concerns that a child:

• makes little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of weakness;
  
  

• shows signs of difficulty in developing literacy or mathematics skills, which result in poor attainment in some curriculum areas;
  
  
• presents persistent emotional or behavioural difficulties, which are not improved by the behaviour management techniques usually employed in the school;
  
  
• has sensory or physical problems and continues to make little or no progress, despite the provision of specialist equipment;
  
  
• has communication and/or interaction difficulties and continues to make little or no progress, despite the provision of a differentiated curriculum.

The Special Educational Needs Co-ordinator (SENCO) and the class teacher decide on the provision necessary for the child to make progress. Parents are consulted and kept informed on what action is to be taken and progress made.

School Action may include the involvement of extra staff but can also require different learning materials, special equipment or an individually planned teaching strategy.

An Individual Education Plan (IEP) is prepared, outlining action to be taken. This is reviewed on a regular basis.

For children under school age, in early education settings, intervention takes the form of Early Years Action.