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How does the school know if pupils need extra help?

How does the school know if pupils need extra help?

 

The identification of SEND pupils is built into the whole school assessment cycle which takes place at the end of each half term. Those who are making less than expected progress are highlighted as part of the school’s Pupil Progress Meetings. These take place with class teacher, senior school leaders and the SENCO.

 

This can be characterised by progress which:

  • Is significantly slower than that of their peers starting from a similar level.
  • Fails to match or better the child’s previous rate of progress.
  • Fails to close the attainment gap between them and their peers.

 

At this time various factors may be considered including:

-           progress over time

-           attainment

-           standardised tests

-           teacher observation

-           information and advice from other agencies

-           views of the pupil

-           views of the parent

 

In deciding whether to make specialist provision the teacher and SENCO will consider all of the information gathered linking with external agencies and professionals where appropriate. Early on in this process discussions are held with the pupil and their parents to establish areas of strength and difficulty as well as noting parent’s concerns. Agreed outcomes are sought and next steps planned.

 

To support with the identification of SEND, the school will access a range of materials and tools including:

-           diagnostic tests

-           observational checklists

-           observing and recording responses in different environments

-           identifying strengths and weaknesses

-           identifying learning rates and learning styles

 

The school may also seek the advice and support of professionals outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service or Child and Adolescent Mental health Service (CAMHs)
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