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How do we identify and assess children with SEN?

The Code of Practice states a Graduated Approach to the identification and assessment of SEN. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be called upon to advise and support on the difficulties that a child may experience. At St Cuthbert’s RC Primary the progress of the whole child, not just academic, is regularly assessed. Any children whom we feel may require extra support to achieve their potential or remove any barriers to learning are quickly identified and appropriate support implemented. Any extra support that is required is discussed with the child and their parents. If it is felt appropriate, the class teacher may involve the SENDCO who in turn may seek advice from outside agencies. Children may be identified as having SEN through discussions with teaching staff and parents who may have some concerns about children’s academic progress, social development or physical difficulties. A special educational need may manifest itself in a number of different ways. For example, a child may be having problems with reading, number work or with managing their behaviour. Children may have a disability that makes it harder for them to access the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for additional help. The SENDCO will work with families to address any concerns. We monitor progress of all learners, and staff continually assess to ensure that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings. The progress of SEND learners and the interventions in place is evaluated at these meetings and used to plan future support via the school’s provision map. Initial concerns are shared with the SENDCO and then with parents, if interventions or further assessments are deemed necessary. The whole process, from identification to assessment, is carried out in school through an ‘Assess, Plan, Do, Review’ strategy. Assess The class teacher, working with the SENCO, will identify the pupil’s needs. Where appropriate, professionals will help to inform the assessment. Parents will be asked to contribute to the assessment. Plan Parents will be formally notified about any initial concerns during a consultation meeting and will be involved in in subsequent meetings to discuss the progress their child has made. Interventions will be recorded on the school provision map and targets set on the child’s Pupil Profile. Do The class teacher will remain responsible for working with the pupil on a daily basis and retain responsibility for their progress and outcomes. The class or subject teacher will plan and assess the impact of support and interventions with any teaching assistants or specialist staff involved. The SENCO will support the above. Review The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed on the agreed date. Reviews will be held with parents at least three times per year. The class teacher, working with the SENCO, will revise the support in light of the pupil’s progress. If a pupil does not make expected progress over a sustained period of time school will consider involving specialists. From September 2014, under the new SEND code of practice, an SEND Support Plan (School Provision Map) will be written for any new children identified with SEND. Existing Statements of SEN will be converted to EHC plans by Durham Local Authority SEND team, by July 2017. If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.


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