Identifying, assessing and reviewing SEND

Identifying, Assessing and Reviewing SEND

How can I let the school know if I have concerns about the progress my child is making?

If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the Inclusion Manager, Mrs Lucy Matthews or Headteacher, Mrs Michele Shevels.
If you are still not happy you can speak to the school SEND Governor, Katie Ward.

How will the school let me know if they have any concerns about the progress my child is making?

We know when pupils need help if:

Concerns are raised by parents/carers, teachers or the child.
The school tracking data is used to monitor progress of all children, this may indicate to teachers that a child is not making progress.
A child presents persistent emotional or behavioural difficulties.
A child has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
A child has communication or interaction difficulties which affect their ability to make progress.
There is a change in a child’s behaviour or progress.

If any of these are evident then some of the following actions will be taken:

The school will set up a meeting to discuss this with you in more detail.
Listen to any concerns that parents/ careers and/or teachers may have too.
Plan any additional support your child may receive using a graduated response
Discuss with you any referrals to outside professionals to support your child’s learning.
Your child’s plan and support will be reviewed every term with you. It will be reviewed earlier if required.

How does the school assess and review the progress of my child with SEND?

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class teacher will work with the Inclusion Manager to write a SEND plan. This will draw on:

The teacher’s assessment and experience of the pupil
Their previous progress and attainment and behaviour
The child’s development in comparison to their peers and national data
The views and experience of parents
The pupil’s own views
Advice from external support services, if relevant

This plan will be shared with you at parent’s evening or more regularly if appropriate.

The assessment will be reviewed regularly and all relevant staff will be made aware of the child’s needs and support. The effectiveness of the support and interventions and the impact on the child’s progress will be reviewed regularly.