How do we identify and assess children with SEN?
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, Phonics Screening in Year 1 etc.
Children who are not making expected progress are picked up through assessment and monitoring meetings with class teachers. 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 our concerns lead to additional support being provided in the classroom, we complete a Take Care Referral to document our concerns and the actions we are already taking. This registers Concerns about a child, and they will be added to the school’s SEN register for monitoring over a term.
If a child continues to require additional support to make expected progress, and possibly the support of outside agencies, the child will be moved to SEN support. An individual Provision Map will be created, and parents will be informed. This has both long term and short term targets. These plans are reviewed by staff every half term.
Some children may benefit from an Education, Health and Care Plan (EHCP). This is a statutory document that details the additional support a child needs.
Early identification is the key to helping your child succeed and we are fortunate to have excellent links with a range of other agencies who can provide specialist support and advice.
- On entry to school (either at Nursery or Reception) we assess children using the ‘Early Years Outcomes’. This gives us a baseline assessment and helps identify starting points for all children.
- On entry into Reception, we assess the children using the Speech and Language Link programme as this can be an early indicator of a child experiencing difficulties in speech and language development.
- 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.
- If concerns are raised by a member of staff, for example behaviour or self-esteem affecting performance, children can be supported within school through the Take Care Team. If additional referrals to outside agencies are required, referrals can be made to supporting agencies. All referral must be agreed by parents and carers first.
- We have excellent links with external agencies. For example we work closely with Behaviour Support, Speech and Language, Occupational Therapy, CAMHS, Educational Psychology, Health services, Learning and Cognition support and Autism support services.
- Issues around health can be supported by staff and parents working together. This may be through Asthma or Individual Healthcare plans, or by supporting documentation for health professionals.
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.
- Half termly assessment is carried out and staff mark and moderate together. Levels are collected on a tracking system. These are reviewed in specific provision mapping meetings 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.