All of our teachers teach children with additional needs and SEND. All of our staff recognise the importance of identifying these early on and making effective provision quickly. The identification and assessment of additional needs and SEN is built into our school’s approach of monitoring the progress of all pupils.


We assess each pupil’s skills and levels of attainment (attainment is the expected standard of pupils’ work on entry or at the end of the year – what is expected nationally from children in the same year group) when they first come to the school. This builds on any information from the child’s previous early years setting or school, and provides us with information we need to monitor their progress. It also ensures that we discover any areas of difficulty early on. Where children already have their SEN diagnosed or identified, we will work closely with the family and other services to make sure we know as much about the child as possible before they start at the school.


Teachers and senior leaders in the school then monitor pupil progress at least termly. This helps us to see any children whose progress is significantly slower than their peers or whose progress has slowed down and is falling behind.


When we see a child is not making adequate progress, either socially or academically, we will look at ways a teacher can adapt lessons to support a child’s learning and progress in class. In addition, the school runs interventions (support programmes that target a specific area of learning) to boost children’s progress. 

If we continue to be concerned about a child’s progress, we will work with the family to carry out an analysis of the child’s needs. There can be many reasons children fail to make progress (eg a significant change in family circumstances, periods of absence, emotional or confidence issues). However, less than expected progress can mean a child has an underlying special educational need as
some pupils may continue to make inadequate progress, despite high-quality teaching and strategies being targeted at their areas of weakness.  For these pupils, and in consultation with parents, we will further assess to determine the cause of the learning or behavioural difficulty. In some cases it may be necessary to seek assessment by or advice from an external professional such as a specialist teacher or educational psychologist. In these cases, parents will be invited to a meeting with this professional. 


The school uses a range of different assessment tools and systems to help identify and assess pupils with SEN. When considering if a child needs SEN support , the school takes into account:

  • The pupil’s previous progress and attainment (compared to peers in school and nationally)
  • The teacher’s assessment and experience of the child
  • The views and experiences of parents/carers (this can include a developmental history or a family history of difficulties)
  • Pupil’s own views
  • Advice from external support services where appropriate


The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress.  


Any parent/carer who feels that their child may have unrecognised SEN is strongly encouraged to contact their child’s class teacher in the first instance.

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