Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching. As a school, we measure children’s progress in learning against National expectations and age-related expectations. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. We submit formal assessments for each child each term in their reading, writing and mathematics. As a school, we track children’s progress every term from Nursery through to Year 6 to ensure that we can carefully monitor progress and attainment. Children who are not making expected progress are identified and a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
Early Identification of Need
As a school, we assess all children continuously across all areas of learning including the four broad areas of Special Educational Needs. We assess informally everyday through observations and we carry out formal assessments at the end of every term to measure progress and identify the next steps in learning. We work in partnership with parents, carers and pupils by building good relationships, working together and supporting each other. If there is an identification of need then we will discuss this with parents and if needed provide a pupil with a Short Note. We will share this with parents and may begin to gather evidence to inform whether to make special education provision and consider if we need to consult with relevant external agencies and use assessment tools and materials to ensure early help or identification of SEN happens.
- Early Years, Key Stage 1 and 2 staff and the SENCO, where necessary, liaise with Nursery or the child’s previous school.
- On entry into Early Years, we assess the children using the baseline assessments and this can be an early indicator of a child experiencing difficulties.
- If a child is performing below age expectations then meetings will be held with the class teacher and SENCO. Observations of the child may also take place.
- We have regular parent meetings and take into account any concerns raised by Parents. We pride ourselves on having an ‘open door policy’ where at any point parents can talk to staff.
- Concerns raised by teacher for example behaviour or self-esteem is affecting performance.
- Liaison with external agencies we work closely with The Centre, Movement Support, Speech and Language, Occupational Therapy, CAMHS, Crisis Response, Educational Psychology, The School Nurse, and Behaviour Support.
- Health diagnosis through local paediatricians at the hospital.
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 SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where appropriate) views are integral to the this process.
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.
The purpose of an EHCP is to make special educational provision to meet special educational needs of the child or young person, to secure the best possible outcomes for them across education (SEND Code of Practice p.142). It is a legal document that describes a child or young person’s special educational, health and social care needs. We currently have two EHC Plans in school. These pupils’ have access to in class support from a specialist Teaching Assistant for an identified timetable of support which is discussed with parents. The aim is to support pupils in achieving their targets but to also promote independent learning at all times
For more detailed information see the Local Offer.
Details of Identification and Assessment of Pupils with SEN
If your child has SEN, it is important for us to carry out formal assessments to identify their strengths and identify their needs accurately. To do this, we will use a range of methods depending upon their needs. When your child enters our school, their current attainment is assessed to give us a ‘baseline’ from where they will progress. In addition to the assessments that all children take part in and depending upon their needs, other assessments may be needed. These could include:
Communication and interaction (SLCN, ASC)
- Speech and Language Link Assessment
- Speech Therapy Assessments – which may focus on sound production, language understanding, or other relevant assessments of your child’s needs
Cognition and learning (MLD, PMLD, SLD, SpLD)
- Subject specific assessment
- Learning and Cognition Team Assessments
- Dyslexia Screening Tests
- Education Psychology Assessments – which may include memory, understanding, reasoning, logic, and general skills assessment.
Social, Emotional and Health Difficulties
- Assess through observations of pupils
- Assessments of outside agency professionals
Sensory and/or Physical Difficulties
- Movement Programme baseline assessment
Your child will be assessed against age related expectations for children who are working on the National Curriculum (i.e. the same as the majority of other children in their year group), or they may be assessed against other measures for children who are not ready to work on National Curriculum Levels (i.e. the steps before the National Curriculum). Aspirational targets are set for all children to ensure that all children make good progress, including those not ready to access the National Curriculum. The outcomes of all assessments are shared with parents and carers at our Parent Evenings and in your child’s School Report. If other agencies are invited to work with your child, you will be invited to attend a meeting where the outcomes of these assessments and their next steps will be shared with you. If parents have any concerns then these can be shared with the class teacher and or SENCo who will arrange a meeting to discuss and resolve any difficulties.
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.