Identifying pupils with SEN and assessing their 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 contact parents and 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 or outside agencies involved to enable us to support your child best. If your child has a special need we will:
▪ Use the Assess, Plan, Do, Review Graduated Approach to supporting their needs
▪ 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
▪ Tell you how to get in touch with Parent Partnership services (SENDIASS) who can
offer advice and support.
▪ All children are assessed at the start of the Nursery and Reception years as part of the baseline assessment for the Early Years Foundation using the Development Matters Tool. The language of all Nursery children is assessed using the Stoke Speaks out Early Communication Language Screening 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 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 Assistant Principals 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 you have any concerns about your child, you should speak to the class teacher in the first instance. If you have concerns prior to their child joining the school, either going into the Foundation Stage or at any point, you should ensure that the school are aware of your concerns as soon as possible so that relevant support can be put into place ready for their your arrival. This will help to ensure that children settle quickly into school and that the appropriate support is in place to help each child.