How do we identifying Pupils with SEN and assess their needs?
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
The SENDCO will support class teachers in assessing pupils who meet any of the above categories.
Class teachers will be begin by initiating support for the child and monitoring the impact of this over a short period of time. If this support is not effective, a more detailed plan will be set up with the support of the SENDCO.
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/Carers. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
If a child requires support, which is different from and/or additional to that of their peers, it may be advised that they are put on the schools SEND register.
If this is the case, an Individual Provision Map (IPM) will be written in collaboration with the child, parent, class teacher and SENDCO to outline the support they will require to make 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
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
The SENDCO will support class teachers in assessing pupils who meet any of the above categories.
Class teachers will be begin by initiating support for the child and monitoring the impact of this over a short period of time. If this support is not effective, a more detailed plan will be set up with the support of the SENDCO.
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/Carers. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
If a child requires support, which is different from and/or additional to that of their peers, it may be advised that they are put on the schools SEND register.
If this is the case, an Individual Provision Map (IPM) will be written in collaboration with the child, parent, class teacher and SENDCO to outline the support they will require to make progress.
