Identifying/Assessing/Reviewing with SEND
Most children in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
Early Identification of Need
In deciding whether to make special education provision to support educational, social, physical or emotional needs:
- We work in partnership with parents/carers, pupils
- We refer to relevant external agencies
- We use assessment tools & materials
- We use observations
SEND Support
Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach every child with SEND will have an individualised SEND Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child (where appropriate) views are integral to the this process.
EHCP
A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.
For more detailed information see the Local Offer
Details of Identification and Assessment of Pupils with SEND
As a school we measure children’s progress in learning against National age related expectations. The class teacher continually assesses each child, looks at improvements and where further support is needed. We formally assess the children each term and level their reading, writing and numeracy. As a school, we track children’s progress from entry through to Year 6, using a variety of different methods. Children who are not making expected progress are identified in data analysis and discussed in Pupil Progress meetings. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. When the child’s support plan is reviewed impact and some comments recorded. If the child has not met the outcome, comments are recorded, the reasons for this are discussed, then the outcome may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
