How can I find out about how well my child is doing?
Assessment, Planning and Review
Termly monitoring takes place by class teachers to identify pupils who are not making progress or who have difficulties which are affecting their ability to engage in learning activities. Termly Pupil Progress meetings allow class teachers, school leaders and SENCo to discuss pupils’ individual needs and how best to meet them.
Following pupil progress meetings, parents and carers of pupils identified as having SEND needs are invited in for a structured ‘SEN Review’ meeting in with the SENCo and teacher. These meetings will occur three times a year, but may be more regular for pupils whose progress is more greatly enhanced by more regular review.
After discussions with key staff and parents, additional support will be put into place to provide enhanced resources and timed, targeted small group and / or individual support to help overcome any difficulties.
This additional support is documented on an SEN Review Sheet, Individual Education Plan or Early Help Plan. In consultation with the SENCO, teachers, parents and children, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes.
In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning.
Plans, provision and timetables are updated at least termly and contribute to the whole school provision map. 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. Any external referrals or assessments are done after consultation and consent from parents and all outcomes are fed back to parents.
If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding may be available dependent on the provision required. Further details about this process will be explained in the LA Local Offer.
If a child has failed to make adequate progress in Literacy, despite intensive support, we will decide whether it is appropriate to screen the child with dyslexia assessment or with a speech and language assessment from professional experts.
Further external expertise may be requested from the local authority and additional funding may be available dependent on the provision required. Further details about this process will be explained in the LA Local Offer.
Tests and Examinations: Access Arrangements
For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements.
What kinds of Special needs for which the provision is made at the school?
The Code of Practice 2014 states that:
- ‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him/her.’
- ‘A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age, or
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools…’
The Four broad areas of need identified within the SEN Code of Practice 2014 are:
- Communication and Interaction – e.g. speech articulation, stammering, speech and language delay, autism
- Cognition and Learning – e.g. global learning difficulties, dyslexia, dyscalculia
- Social, Emotional and Mental Health Needs – e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder, Oppositional Defiant Disorder (ODD))
- Sensory and Physical Needs – e.g. Visual impairment, hearing impairment, sensory needs (e.g. autism), toileting issues, physical disability
Here at St. Paul’s, we are committed to meeting the needs of all the children with SEND.