All children follow a broad balanced curriculum that is appropriate to their age and stage of development. It is personalised to take into account their needs and abilities. In order to identify a child’s special educational needs the school uses information about the child’s progress and compares it with the progress of other children in the school and against national performance information.
If a child is not making the progress that would be expected, the child and parent/carer will be involved as soon as possible. The school will discuss their concerns with the parent/carer and get their views about:
- the child’s strengths and areas of difficulty
- concerns that the parent/carer has
- agreed outcomes
- next steps
Following discussions with parents/carers we will then agree outcomes that the child will be working towards and the support or programmes of study that are needed to meet these outcomes. From the tracking of progress and discussions with parents/carers, the school will then decide the support or programmes of study that are needed to meet these outcomes.
Concerns are not always based on academic progress but could also be linked to the social and emotional development of the child. Any concerns that school staff or parents raise in this area may lead to a further investigation by the SENCo. We also offer support from a counsellor or Family Support Worker in school for those children whom we feel it will benefit.
Assessment, Monitoring and Review
Each child’s progress is continually monitored by their class teacher and the SENCo. The SENCo oversees any additional support a child may need and at the beginning of the new academic year, data is analysed to get a clear indication of which children need support with their academic work.
Progress is monitored regularly, tracked closely by staff and is reviewed formally every term in Pupil Progress meetings with staff and the Senior Leadership Team. If the child is in Year 1 and above, but is not yet at the expected age related stage then next steps for progression will be discussed and additional specific support will be provided and progress monitored.
These reviews will affect the level of support given to each child and depends on the additional needs of the child and any other factors that may improve or hinder their progress. When a child has been assessed as having SEN and is not making progress with the help that they have been given, school can refer the child to a number of different services for more specialist assessment and advice, including: the Special Educational Needs Improvement Team (SENIT), the Educational Psychology Service or Behaviour Support Service, health services such as speech and language therapy, school nursing service or Children and Young People’s Service or social care teams such as the Early Help Service or Emotional Well Being Team. School might suggest completing a Common Assessment Framework (CAF) form in order get a team of professionals (Team around the Family (TAF)) together to work with the child and their family. This needs to be done with the parent/carers agreement.
If the child does not make progress with the support that has been suggested by specialist staff, school can make a referral to the Local Authority (LA) for an assessment for an Education, Health and Care Plan. This is a legal process, which is carried out by the Local Authority (LA), which sets out the amount of support that will be provided for your child.
All children are required to be formally assessed at the end of each key stage (i.e. at the end of year 2 and year 6) using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results are published nationally.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.