Assessment of children is ongoing with more formal assessments being undertaken at specific time periods during the academic year. Ongoing assessment takes place by class teachers to identify pupils who are not making adequate progress.

Any decided action relating to SEN support will follow a graduated response, ‘assess, plan, do and review’ model:

• Assess: Pupil’s data held by the school will be collated by the class teacher to make an accurate assessment of the pupil’s needs. Parents will be informed of any additional support and reasonable adjustments that are being made within the classroom to support their child. They may be invited to discuss any barriers to learning that have possibly been identified.
• Plan: If a review of the data indicates that additional support will be required then the views of all involved will be obtained, and appropriate interventions identified and implemented.
• Do: Additional support and/or interventions will run and clear, expected outcomes will be identified and recorded. Parents will be consulted on the action they can take to support attainment of the desired outcomes.
• Review: Progress towards these outcomes will be tracked and reviewed by the Class Teacher, with SENDCo support where required. Additional discussions/meetings can be arranged if all parties feel this is relevant to the child’s progress and attainment.

Following further assessments and after discussions with key staff and parents, additional support may be put into place to help overcome any difficulties.  This additional support is documented by the school.

In consultation with the class teacher, SENDCo and parents, short term targets are agreed which prioritise key areas of learning. The targets will be recorded on a SEND Support Plan. The teacher makes every effort to involve the child and the parent in the SEND support plan process of assess, plan, do, review. If external agencies are involved, their advice and recommendations are included in this planning.  Actions agreed consider each pupil’s strengths as well as their difficulties.

In some cases, additional support might be requested.  The level of support will relate to the complexity and severity of need and some teaching assistant support may be allocated. There will be an expectation that pupils should develop independent learning skills as far as possible and not become reliant on adult supervision.

Formal review meetings are held termly to share SEND Support Plans. Parents are invited to this review and the impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies.

If your child continues to make little or no progress, an EHCP may be requested. The SENDCo can provide further details about this process alongside information published in the Local Authority’s Local Offer.