We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate.

Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

1. Is significantly slower than that of their peers starting from the same baseline

2. Fails to match or better the child’s previous rate of progress

3. Fails to close the attainment gap between the child and their peers

4. Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

Parents/carers will always be consulted at the point where school identifies possible SEND in a pupil.

Once a child or young person is identified as having a special educational need, a graduated approach to support is taken.  The child or young person’s needs will first be assessed, then support will be planned, carried out and then reviewed.  At the review any necessary changes will be made.

The SEN register is reviewed and updated termly. The information is collated on the school server, in line with GDPR regulations. This information informs the school census data.