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.

Across the 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 in their reading, writing, grammar and punctuation and mathematics.  As a school we track children’s progress every term from Reception through to Year 6 to make sure that we carefully monitor progress and attainment and also to ensure that target setting is aspirational – ensuring every child can be the very best that they can be.  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

In deciding whether to make special education provision to support educational, social, physical or emotional needs, 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 Speech and Language Link programme as 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.
• SEN specific Staff Meetings also take place where discussion of difficulties 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 are raised by the Class Teacher for example if behaviour or self-esteem is affecting performance.
• Liaison with external agencies we work with Movement Difficulties Service, Speech and Language Therapy, Occupational Therapy, CAMHS, Crisis Response, Educational Psychology, The School Nurse, and Behaviour Support.
• Health diagnosis through local paediatricians at the hospital.

SEN Support

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 this process.  When a child’s Support Plan 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.

For more detailed information see the Local Offer

For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.