"This is a happy school where pupils work hard and relish the breadth of opportunities provided for them." OFSTED 2017"Parents are thrilled to be part of a school community in which each child is made to feel valued and important‟ OFSTED 2017

Welcome to our website!

Identification & Assessment

 

 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 or 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 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 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.