How will both you and I know how my child/ young person is doing AND how will you help me to support their learning?

How will both you and I know how my child/young person is doing AND how will you help me to support their learning?

Park Hall Academy will follow the graduated approach and the four part cycle of assess, plan, do, review. There will be a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessments and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from Senco and external support services, if relevant

All teachers and learning support assistants who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. They will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress termly.

  • To ensure SEN pupils are making progress, their progress in Reading, Writing and Maths is tracked continuously and formally recorded on the school’s Arbor data tracking system on a termly basis where the data is analysed by the Senior Leadership Team in conjunction with the class teacher. Pupils working Well Below age related expectations for Reading, Writing and Maths are monitored by class teachers and progress steps measured using PIVATS. (Performance Indicators for Value Added Target Setting) system, which is also recorded and tracked on Arbor.
  • Any personalised targets for pupils with SEN will be recorded on a Pupil Passport which indicates what strategies and interventions are needed to support them. These will be shared with parents at termly review meetings. As part of this, teachers will ask parents how they will support their child at home. Passports are reviewed by teachers with parents and pupils and then the next targets identified.
  • In order to monitor progress the impact of interventions is measured by staff supporting your child at the start and end of the period of the intervention, which may be in the form of an assessment, questionnaire, sample of work etc. The impact is monitored throughout each term by class teachers to determine where improvements are being made or whether an intervention needs adapting. This information is shared with the SENCO through termly provision map meetings and with parents through termly SEN passport review meetings.
  • Interventions and SEN Provision Maps are monitored by the Senior Leadership Team to ensure quality provision.
  • School carries out Standardised Tests for SEN pupils which provide measures for reading ability, comprehension, spelling, receptive and expressive language.
  • Pupils with an Education, Health Care Plan have progress towards their EHC plan milestones noted by staff supporting them throughout each term on their Termly Progress Review Document. In addition, all pupils with an EHC plan have an annual review, where the provision of the EHC Plan milestones are reviewed, amended and new milestones are set, in consultation with the pupil, parents, school staff and other agencies involved. This information is sent to the Local Authority Reviewing Caseworker, where a decision is made on the band and provision to be put in place for the following year.
  • As part of quality first teaching, all pupils, including those with SEN, receive verbal and visual feedback about their learning to ensure that pupil’s understand where they have achieved and also to identify misconceptions which can then be addressed. In addition the voice recording feature on the iPads enable pupils to receive personal instant, effective feedback and dialogue between teacher and pupil motivates learners to improve further.
  • If at any time parents and/or teachers are concerned about any issue or progress of a pupil, then additional meetings will be arranged at a mutually convenient time at any period throughout the year.
  • if there is a language spoken that we do not have in school, we make use of Google Translate and may request a translator through the local authority service to support parents/carers during meetings/reviews.