Vane Road Primary School

Welcome to our website!

Identification & Assessment

 

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.   Quality First Teaching (QFT) is a whole class teaching concept that focuses on inclusive and high-quality teaching for every pupil in a classroom. QFT depends on a wide range of teaching and learning styles to be effective, Quality First Teaching is an instructional approach that focuses on the need for personalised teaching and facilitates the effective inclusion of children with Special Educational Needs.

 

Identification of Special Educational Needs

Through discussions, observations, assessments and data analysis the SENDCo, class teachers, key workers and support staff will identify any children who appear to have Special Educational Needs/Disabilities (SEND).  Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENDCo  (Miss Wren) or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as having a SEND we will invite  parents into school for a Short Note Meeting where the class teacher will share their observations and together will discuss targets and next steps. In agreement with parents, child and class teacher we will then decide whether to  place the child onto the SEND register and a Support Plan will be created.  This will be reviewed every Term and parents are invited to a Support Plan Meeting where they will meet with the class teacher and relevant support staff to discuss progress and set new targets.

At Vane Road Primary School we follow a graduated support approach which is called "Assess, Plan, Do, Review".  This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

Who decides if my child has a Special Educational Need/Disability

Parents know their children best and as a school we see parents as full partners in their child’s education. Sometimes however, it is school staff who may initially identify a concern. If this were to be the case, school staff would liaise with parents at the earliest opportunity to discuss such concerns and agree a way forwards. For some concerns we may discuss the involvement of the Educational Psychology Service, the SEND Support Service, Cognition and Learning, Autism and Social Communication Team, the Occupational Therapy Service, Child and Adolescent Mental Health Service or your local GP. It is important to understand, however, that the purpose of such involvement of professionals is not always to seek a ‘label’ or ‘diagnosis’ – but more often in order for advice to be offered to help the child learn as well as they possibly can. For example, certain programmes may be advised, teaching strategies, resources or services in order to address the needs as best as possible. As previously mentioned if these needs are addressed we are confident in the outcomes of such support, and the issue has been resolved your child will no longer be placed on our SEND register.

We aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age. Full use is made of information passed to the school when a child transfers from early education provision and we use assessments during the Foundation Stage to identify pupils and any difficulties they may have (observations on entry, Foundation Stage Profile, Speech and Language Link, teacher assessment/observation). Other methods used by teachers to identify pupils with SEND are as follows:

  • Discussion with parent/carer to see if they have noticed anything/have any concerns
  • Ongoing teacher assessment and observation
  • Progress against the Developmental Journal and the Early Learning Goals in the Foundation Stage
  • Progress against English and Maths targets
  • Performance against National Curriculum expectations
  • Standardised screening or assessment tasks (e.g. Reading Tests, Speech Link and Movement Screening).
  • Results from Statutory Assessments (end of Years 2 and 6) and Teacher Assessments in Years 1 and 3 to 5.

If it seems that your child may have special educational needs, your child’s class teacher and  the Special Needs and Disabilities Co-ordinator (Miss Wren) will assess:

  • What your child is good at and what they need help with
  • What your child would benefit from learning
  • How best to help your child learn

Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need. This is monitored and can be changed once the impact is assessed.

  • Speech, Language & Communication needs
  • Social, Emotional and Mental Health needs
  • Moderate Learning Difficulties
  • Specific Learning Difficulties

Through discussions, observations, assessments and data analysis the SENDCo, class teachers, key workers and support staff will identify any children who appear to have Special Educational Needs/Disabilities (SEND).  Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENDCo (Miss Wren) or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as struggling in an area we will invite parents into school for a Short Note Meeting where the class teacher will share their observations and together will discuss targets and next steps. After a period of monitoring and intervention and In agreement with parents, the child and class teacher we will then decide whether to place the child onto the SEND register and a Support Plan will then be created.  This will be reviewed every Term and parents are invited to a Parents Support Plan Meeting where they will meet with the Class Teacher and the relevant support staff to discuss progress and set new targets.

 

How we at Vane Road Primary track and monitor pupil progress:

All children are regularly assessed and progress is very closely monitored this is the same for those with a special educational need or a disability. One way in which we track the children’s progress is through termly Pupil Progress Meetings between the class teacher and Senior Team Leader.  During these meetings children who have not made expected progress will be identified and will be targeted through a class Action Plan as a cause for concern.  The Cause for Concern and SEND registers are updated after each cycle of pupil progress meetings.  A child who has been identified as a cause for concern and targeted for at least 1 term and has not made the expected progress may be referred for more intensive support.  This will only be done in consultation with SENDCo, class teacher and parents / carers.

The children who have an individual Support Plan or who have an Education, Health and Care Plan will also have their progress tracked over time.  These plans will be updated termly and parents are invited into school to discuss, update and agree targets, where appropriate children would be invited to join these meetings or supply information.  This may take on the form of a video presentation or annotations of what they believe are their strengths and what works well in class as well as suggestions as to further areas for development.

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.  

We at Vane Road Primary aim to identify children at the earliest possible opportunity.  We actively encourage parents / carers

Parents are encouraged to speak to staff if they have a concern about their child or are experiencing family problems. A ‘Team Around the Family’ can provide support for children and families.  Access to additional support of this kind is requested by Kieran Pavey and requires referral information and agreed outcomes to any support offered. School staff are able to support families to access support from other professionals via First Contact and the One Point Service.

An Annual Review meeting is held each year for those children with an Education, Health Care Plan (EHCP).  These meetings are chaired by the SENDCo and the class teacher must also attend.  The class teacher will produce a report for this meeting which will outline the child’s progress towards the targets on their EHCP, key achievements and current challenges.  The SENDCo will also gather reports from all other agencies actively working with the child. 

How we at Vane Road Primary monitor and evaluate provision of children with SEND

We monitor SEND provision in school by:

  • Individual Support Plan meetings and Pupil Progress Meetings.
  • SENDCo to monitor Action Plans and Support Plans and feedback to be given when needed. 
  • Observations within the school monitoring cycle (e.g. learning walks, intervention observations, SLT lesson observations)
  • Differentiated planning, intervention planning, work book to be monitored as part of the monitoring cycle.
  • Senior Leadership Team, governors and the local authority are to ensure the SENDCo is held accountable for the SEND provision in school.
  • Interventions and support are to be monitored through the SEND register.

Consultation with Children and Young People with SEND

Teachers/SENDCo and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned and interventions are allocated to individual needs. Where possible the children take an active role with setting their targets, discussing them with the class teacher/SENDCo.  This is part of the Pupil Voice

 

Vane Road Primary School

Welcome to our website!

Identification & Assessment

 

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.   Quality First Teaching (QFT) is a whole class teaching concept that focuses on inclusive and high-quality teaching for every pupil in a classroom. QFT depends on a wide range of teaching and learning styles to be effective, Quality First Teaching is an instructional approach that focuses on the need for personalised teaching and facilitates the effective inclusion of children with Special Educational Needs.

 

Identification of Special Educational Needs

Through discussions, observations, assessments and data analysis the SENDCo, class teachers, key workers and support staff will identify any children who appear to have Special Educational Needs/Disabilities (SEND).  Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENDCo  (Miss Wren) or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as having a SEND we will invite  parents into school for a Short Note Meeting where the class teacher will share their observations and together will discuss targets and next steps. In agreement with parents, child and class teacher we will then decide whether to  place the child onto the SEND register and a Support Plan will be created.  This will be reviewed every Term and parents are invited to a Support Plan Meeting where they will meet with the class teacher and relevant support staff to discuss progress and set new targets.

At Vane Road Primary School we follow a graduated support approach which is called "Assess, Plan, Do, Review".  This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

Who decides if my child has a Special Educational Need/Disability

Parents know their children best and as a school we see parents as full partners in their child’s education. Sometimes however, it is school staff who may initially identify a concern. If this were to be the case, school staff would liaise with parents at the earliest opportunity to discuss such concerns and agree a way forwards. For some concerns we may discuss the involvement of the Educational Psychology Service, the SEND Support Service, Cognition and Learning, Autism and Social Communication Team, the Occupational Therapy Service, Child and Adolescent Mental Health Service or your local GP. It is important to understand, however, that the purpose of such involvement of professionals is not always to seek a ‘label’ or ‘diagnosis’ – but more often in order for advice to be offered to help the child learn as well as they possibly can. For example, certain programmes may be advised, teaching strategies, resources or services in order to address the needs as best as possible. As previously mentioned if these needs are addressed we are confident in the outcomes of such support, and the issue has been resolved your child will no longer be placed on our SEND register.

We aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age. Full use is made of information passed to the school when a child transfers from early education provision and we use assessments during the Foundation Stage to identify pupils and any difficulties they may have (observations on entry, Foundation Stage Profile, Speech and Language Link, teacher assessment/observation). Other methods used by teachers to identify pupils with SEND are as follows:

  • Discussion with parent/carer to see if they have noticed anything/have any concerns
  • Ongoing teacher assessment and observation
  • Progress against the Developmental Journal and the Early Learning Goals in the Foundation Stage
  • Progress against English and Maths targets
  • Performance against National Curriculum expectations
  • Standardised screening or assessment tasks (e.g. Reading Tests, Speech Link and Movement Screening).
  • Results from Statutory Assessments (end of Years 2 and 6) and Teacher Assessments in Years 1 and 3 to 5.

If it seems that your child may have special educational needs, your child’s class teacher and  the Special Needs and Disabilities Co-ordinator (Miss Wren) will assess:

  • What your child is good at and what they need help with
  • What your child would benefit from learning
  • How best to help your child learn

Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need. This is monitored and can be changed once the impact is assessed.

  • Speech, Language & Communication needs
  • Social, Emotional and Mental Health needs
  • Moderate Learning Difficulties
  • Specific Learning Difficulties

Through discussions, observations, assessments and data analysis the SENDCo, class teachers, key workers and support staff will identify any children who appear to have Special Educational Needs/Disabilities (SEND).  Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENDCo (Miss Wren) or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as struggling in an area we will invite parents into school for a Short Note Meeting where the class teacher will share their observations and together will discuss targets and next steps. After a period of monitoring and intervention and In agreement with parents, the child and class teacher we will then decide whether to place the child onto the SEND register and a Support Plan will then be created.  This will be reviewed every Term and parents are invited to a Parents Support Plan Meeting where they will meet with the Class Teacher and the relevant support staff to discuss progress and set new targets.

 

How we at Vane Road Primary track and monitor pupil progress:

All children are regularly assessed and progress is very closely monitored this is the same for those with a special educational need or a disability. One way in which we track the children’s progress is through termly Pupil Progress Meetings between the class teacher and Senior Team Leader.  During these meetings children who have not made expected progress will be identified and will be targeted through a class Action Plan as a cause for concern.  The Cause for Concern and SEND registers are updated after each cycle of pupil progress meetings.  A child who has been identified as a cause for concern and targeted for at least 1 term and has not made the expected progress may be referred for more intensive support.  This will only be done in consultation with SENDCo, class teacher and parents / carers.

The children who have an individual Support Plan or who have an Education, Health and Care Plan will also have their progress tracked over time.  These plans will be updated termly and parents are invited into school to discuss, update and agree targets, where appropriate children would be invited to join these meetings or supply information.  This may take on the form of a video presentation or annotations of what they believe are their strengths and what works well in class as well as suggestions as to further areas for development.

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.  

We at Vane Road Primary aim to identify children at the earliest possible opportunity.  We actively encourage parents / carers

Parents are encouraged to speak to staff if they have a concern about their child or are experiencing family problems. A ‘Team Around the Family’ can provide support for children and families.  Access to additional support of this kind is requested by Kieran Pavey and requires referral information and agreed outcomes to any support offered. School staff are able to support families to access support from other professionals via First Contact and the One Point Service.

An Annual Review meeting is held each year for those children with an Education, Health Care Plan (EHCP).  These meetings are chaired by the SENDCo and the class teacher must also attend.  The class teacher will produce a report for this meeting which will outline the child’s progress towards the targets on their EHCP, key achievements and current challenges.  The SENDCo will also gather reports from all other agencies actively working with the child. 

How we at Vane Road Primary monitor and evaluate provision of children with SEND

We monitor SEND provision in school by:

  • Individual Support Plan meetings and Pupil Progress Meetings.
  • SENDCo to monitor Action Plans and Support Plans and feedback to be given when needed. 
  • Observations within the school monitoring cycle (e.g. learning walks, intervention observations, SLT lesson observations)
  • Differentiated planning, intervention planning, work book to be monitored as part of the monitoring cycle.
  • Senior Leadership Team, governors and the local authority are to ensure the SENDCo is held accountable for the SEND provision in school.
  • Interventions and support are to be monitored through the SEND register.

Consultation with Children and Young People with SEND

Teachers/SENDCo and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned and interventions are allocated to individual needs. Where possible the children take an active role with setting their targets, discussing them with the class teacher/SENDCo.  This is part of the Pupil Voice

 

Vane Road Primary School

Welcome to our website!

Identification & Assessment

 

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.   Quality First Teaching (QFT) is a whole class teaching concept that focuses on inclusive and high-quality teaching for every pupil in a classroom. QFT depends on a wide range of teaching and learning styles to be effective, Quality First Teaching is an instructional approach that focuses on the need for personalised teaching and facilitates the effective inclusion of children with Special Educational Needs.

 

Identification of Special Educational Needs

Through discussions, observations, assessments and data analysis the SENDCo, class teachers, key workers and support staff will identify any children who appear to have Special Educational Needs/Disabilities (SEND).  Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENDCo  (Miss Wren) or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as having a SEND we will invite  parents into school for a Short Note Meeting where the class teacher will share their observations and together will discuss targets and next steps. In agreement with parents, child and class teacher we will then decide whether to  place the child onto the SEND register and a Support Plan will be created.  This will be reviewed every Term and parents are invited to a Support Plan Meeting where they will meet with the class teacher and relevant support staff to discuss progress and set new targets.

At Vane Road Primary School we follow a graduated support approach which is called "Assess, Plan, Do, Review".  This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

Who decides if my child has a Special Educational Need/Disability

Parents know their children best and as a school we see parents as full partners in their child’s education. Sometimes however, it is school staff who may initially identify a concern. If this were to be the case, school staff would liaise with parents at the earliest opportunity to discuss such concerns and agree a way forwards. For some concerns we may discuss the involvement of the Educational Psychology Service, the SEND Support Service, Cognition and Learning, Autism and Social Communication Team, the Occupational Therapy Service, Child and Adolescent Mental Health Service or your local GP. It is important to understand, however, that the purpose of such involvement of professionals is not always to seek a ‘label’ or ‘diagnosis’ – but more often in order for advice to be offered to help the child learn as well as they possibly can. For example, certain programmes may be advised, teaching strategies, resources or services in order to address the needs as best as possible. As previously mentioned if these needs are addressed we are confident in the outcomes of such support, and the issue has been resolved your child will no longer be placed on our SEND register.

We aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age. Full use is made of information passed to the school when a child transfers from early education provision and we use assessments during the Foundation Stage to identify pupils and any difficulties they may have (observations on entry, Foundation Stage Profile, Speech and Language Link, teacher assessment/observation). Other methods used by teachers to identify pupils with SEND are as follows:

  • Discussion with parent/carer to see if they have noticed anything/have any concerns
  • Ongoing teacher assessment and observation
  • Progress against the Developmental Journal and the Early Learning Goals in the Foundation Stage
  • Progress against English and Maths targets
  • Performance against National Curriculum expectations
  • Standardised screening or assessment tasks (e.g. Reading Tests, Speech Link and Movement Screening).
  • Results from Statutory Assessments (end of Years 2 and 6) and Teacher Assessments in Years 1 and 3 to 5.

If it seems that your child may have special educational needs, your child’s class teacher and  the Special Needs and Disabilities Co-ordinator (Miss Wren) will assess:

  • What your child is good at and what they need help with
  • What your child would benefit from learning
  • How best to help your child learn

Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need. This is monitored and can be changed once the impact is assessed.

  • Speech, Language & Communication needs
  • Social, Emotional and Mental Health needs
  • Moderate Learning Difficulties
  • Specific Learning Difficulties

Through discussions, observations, assessments and data analysis the SENDCo, class teachers, key workers and support staff will identify any children who appear to have Special Educational Needs/Disabilities (SEND).  Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENDCo (Miss Wren) or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as struggling in an area we will invite parents into school for a Short Note Meeting where the class teacher will share their observations and together will discuss targets and next steps. After a period of monitoring and intervention and In agreement with parents, the child and class teacher we will then decide whether to place the child onto the SEND register and a Support Plan will then be created.  This will be reviewed every Term and parents are invited to a Parents Support Plan Meeting where they will meet with the Class Teacher and the relevant support staff to discuss progress and set new targets.

 

How we at Vane Road Primary track and monitor pupil progress:

All children are regularly assessed and progress is very closely monitored this is the same for those with a special educational need or a disability. One way in which we track the children’s progress is through termly Pupil Progress Meetings between the class teacher and Senior Team Leader.  During these meetings children who have not made expected progress will be identified and will be targeted through a class Action Plan as a cause for concern.  The Cause for Concern and SEND registers are updated after each cycle of pupil progress meetings.  A child who has been identified as a cause for concern and targeted for at least 1 term and has not made the expected progress may be referred for more intensive support.  This will only be done in consultation with SENDCo, class teacher and parents / carers.

The children who have an individual Support Plan or who have an Education, Health and Care Plan will also have their progress tracked over time.  These plans will be updated termly and parents are invited into school to discuss, update and agree targets, where appropriate children would be invited to join these meetings or supply information.  This may take on the form of a video presentation or annotations of what they believe are their strengths and what works well in class as well as suggestions as to further areas for development.

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.  

We at Vane Road Primary aim to identify children at the earliest possible opportunity.  We actively encourage parents / carers

Parents are encouraged to speak to staff if they have a concern about their child or are experiencing family problems. A ‘Team Around the Family’ can provide support for children and families.  Access to additional support of this kind is requested by Kieran Pavey and requires referral information and agreed outcomes to any support offered. School staff are able to support families to access support from other professionals via First Contact and the One Point Service.

An Annual Review meeting is held each year for those children with an Education, Health Care Plan (EHCP).  These meetings are chaired by the SENDCo and the class teacher must also attend.  The class teacher will produce a report for this meeting which will outline the child’s progress towards the targets on their EHCP, key achievements and current challenges.  The SENDCo will also gather reports from all other agencies actively working with the child. 

How we at Vane Road Primary monitor and evaluate provision of children with SEND

We monitor SEND provision in school by:

  • Individual Support Plan meetings and Pupil Progress Meetings.
  • SENDCo to monitor Action Plans and Support Plans and feedback to be given when needed. 
  • Observations within the school monitoring cycle (e.g. learning walks, intervention observations, SLT lesson observations)
  • Differentiated planning, intervention planning, work book to be monitored as part of the monitoring cycle.
  • Senior Leadership Team, governors and the local authority are to ensure the SENDCo is held accountable for the SEND provision in school.
  • Interventions and support are to be monitored through the SEND register.

Consultation with Children and Young People with SEND

Teachers/SENDCo and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned and interventions are allocated to individual needs. Where possible the children take an active role with setting their targets, discussing them with the class teacher/SENDCo.  This is part of the Pupil Voice