You as parents may have concerns about your child. If this is the case, you should speak to your child’s class teacher initially. The Class Teacher will then raise your concerns with the Inclusion Lead and a meeting will be arranged for you to discuss your concerns.
Class Teachers, the Inclusion Lead and the Lead for Teaching & Learning have termly meetings to monitor and discuss the progress the children are making.
Our school will:
- Assess each pupil’s current skills and level of attainment on entry, building on previous information from prior settings or key stages.
- Regularly monitor assessments of all pupils to help identify those pupils who are making less than expected progress given their age and individual circumstances.
The progress could be:
- 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 or progress gap
In our school we understand that SEND can be identified at an early age, and for other pupils it can emerge later. Staff in school are alert to possible emerging difficulties and will seek parental discussion about any concerns they have regarding a child’s development.
Other indicators that staff are alert to:
- Persistent disruptive or withdrawn behaviours which may not be SEND but may lead to an assessment to determine if there are any undiagnosed learning difficulties, with communication or mental health issues, or if housing, family or other domestic issues may contribute to presenting behaviours.
- In this event a multi-agency approach may be used to support the pupil and family (CAF – Common Assessment Framework)
- Teachers and other staff will also be aware of other events that may impact on learning including:
- Wider mental Health difficulties
In the event of any of the above, short term provision from a Counsellor, Learning Mentor or Lead Professional for Behaviour may be implemented.
English as an Additional Language and SEND
Identifying and assessing children where first language is not English requires particular care our school will:
- Look carefully at all aspects of a pupil’s performance in different areas of learning and development to establish where lack of progress is due to limitation in there command of English or if it arises, from a SEN or Disability.