We follow the graduated approach and the four-part cycle of assess, plan, do, review. For more detailed information on the assess, plan, do, review process please click here: Assess, Plan, Do, Review Information for Parents.
The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment and behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
The assessment will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
All teachers are teachers of children with special educational needs and differentiated quality first teaching is a priority for all pupils including those with SEND.
The school will assess each child’s current levels of attainment on entry in order to ensure that they build on the patterns of learning and experience already established during the child’s pre-school years. If the child already has an identified special educational need, this information may be transferred from other partners in their Early Years setting and the class teacher and SENCO will use this information to:
- Provide starting points for the development of an appropriate curriculum
- Identify and focus attention on supporting the child within the class
- Use assessment processes to identify learning difficulties
- Ensure on-going observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning.
- Ensure that there is a programme of assess, plan, do and review
Your child’s progress is continually monitored by his/her class teacher.
His/her progress is reviewed formally every term in reading, writing and numeracy.
At the end of each Key Stage (i.e. at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and the results are published nationally.
To identify children with SEND, the children’s performance data alongside teachers’ evidenced concerns will prompt identification under the 4 broad categories identified in the Code of Practice 2014 and a Short Note will be completed by the teachers and parent/carer.
Examples of why children are placed onto Short Notes or SEN Support plans, are that despite receiving quality first teaching the child:
- continues to make little or no progress in specific areas over a long period;
- continues working at National Curriculum levels substantially below that expected of children of a similar age;
- continues to have difficulty in developing literacy and mathematics skills;
- has emotional difficulties which substantially and regularly interfere with the child’s own learning or that of the class group.
- has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;
- has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
Children may then progress to a SEN Support Plan which details smaller steps which are personal to your child and their progress. These will be reviewed termly and a future plan made. Targets will be set which are designed to support your child and to improve learning outcomes. Progress against these targets will be reviewed regularly by the class teacher and evidence for judgements assessed. Teachers meet with the SENCO to discuss progress on a termly basis prior to SEN review meetings with parents/carers.
The progress of children with a Statement of SEND/ Education Health and Care Plan (EHCP) is formally reviewed at an Annual Review, with all adults involved with the child’s education including Parents/Carers.
The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in. Regular book/work scrutinies and lesson observations will be carried out by the SENCO, and other members of the Senior Leadership Team, to ensure that the needs of all children are met, and that the quality of teaching and learning is high.
For further information please view our Accessibility Plan by clicking here: School Policies – Accessibility Plan (Sept 2018-19)