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 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 including National Curriculum levels and Reading and Spelling ages.
Children who are not making expected progress are picked up through Pupil Progress meetings with all staff. 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. If your child is discussed at one of these meetings parents will be informed.When the child’s IEP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
- Key Stage 1 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 Speech and Language Link programme as this can be an early indicator of a child experiencing difficulties.
- If a child is performing below age expected levels then meetings will be held with the class teacher and SENCO. Observations of the child may also take place.
- SEND is discussed at each staff meeting so that all staff can contribute to the identification process.
- 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 BALE 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
How is the decision made about what type and how much support my child will receive?
The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate. SEND is discussed each week at the staff meeting to allow staff to share concerns or ideas as to how we can help the child.
Teacher’s assess the children on a daily basis and review and evaluate their lessons to accommodate the needs of their children.
Termly assessment is carried out and staff mark and moderate together. Levels are collected on a tracking system. These are reviewed in a specific provision mapping meeting to look at gaps in the children’s learning. We look at what we can provide to meet the child’s needs and we discuss and measure the effectiveness of the interventions the children have undertaken that term.
Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
Throughout the process, we keep an on-going dialogue with yourselves as parents.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.