How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?

  • Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
    • Is significantly slower than that of their peers starting from the same baseline
    • Fails to match or better the child’s previous rate of progress
    • Fails to close the attainment gap between the child and their peers
    • Widens the attainment gap
  • This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether something different or additional is needed.
  • Before your child enters our Early Years Foundation Stage, our staff carry out home visits. This involves discussing whether your child has already received any support for their needs. We also have discussions with previous settings to enable us to best support your child. If your child has a special need we will:
  • Use the Assess, Plan, Do, Review Graduated Approach to supporting their needs

-Assess: A need is identified, assessments may take place

-Plan: Targeted support or intervention is planned by Class Teachers & SENCO

-Do: Deliver the support/intervention

-Review: Impact of support is measured and evaluated.

  • Talk to you about your child’s difficulties so we can understand their needs
  • Carry out assessments of your child’s learning so we know which skills they need to learn next
  • Ask the Senco to advise teachers where necessary
  • Support your child through interventions to support them in an area of their learning
  • Monitor their progress and discuss with parents on a termly basis
  • Seek advice from other services as appropriate
  • All children are assessed at the start of the Nursery year (Lower Foundation Stage) as part of the baseline assessment for the Early Years using the Development Matters Tool. We use this information as starting points for learning and to develop a personalised learning journey which provides appropriate support and challenge for every child. As part of the induction process, parents are encouraged to discuss any concerns with the class teacher.
  • There is rigorous tracking of pupil progress in all year groups which is analysed by teaching staff, Directors Of Learning and the Senior Leadership team at termly pupil progress meetings. We expect that all pupils achieve at least the expected level of progress and we set ambitious targets to ensure that all learners are challenged to achieve their potential.
  • In deciding whether to make special educational provision for a pupil, the teacher will carry out an Initial Consultation and provision is put in place as part of Quality First Teaching. This information gathering includes a discussion with the pupil and their parents. This is reviewed and pupils that are not making expected progress will be discussed with the Senco and Directors of Learning, and parents will be informed of the next steps by the Class Teacher. This determines the support that is needed and whether additional or different support is needed for the pupil, which is then discussed by the teacher with parents. Appropriate intervention and provision is then planned to meet each child’s needs in the form of targets set on a Pupil Passport.
  • School holds termly Teacher- Parent- Pupil Consultation meetings where progress, attainment and targets are discussed. A child who has been identified as having a Special Educational Need, will also have their Pupil Passport targets discussed and reviewed with parents in collaboration with the Class Teacher.
  • If parents have any concerns about their child, they should speak to the Class Teacher in the first instance. If parents have concerns prior to their child joining the school, either going into the Foundation Stage or at any point, parents should ensure that the school are aware of their concerns as soon as possible so that relevant support can be put into place ready for their child’s arrival. This will help to ensure a smooth transition into school and that the appropriate support is in place.