4. How do we know how much progress is being made by pupils with Special Educational Needs?

All children’s progress, including those children or young people with special educational need, is tracked using the school’s assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised tests. In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child or young person is making small steps of progress. In addition, for children or young people with special educational needs, we also set individual targets that are reviewed at least three times a year. This helps the school to monitor how well interventions are working. The progress each child is making is discussed at pupil progress meetings with the class teacher, head teacher, deputy head teacher and Inclusion Manager/SENCo.

Progress updates are shared with all parents three times a year at Parents Evening, in addition to a pupils' end of year written report.

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

The teacher’s assessment and experience of the pupil
Their previous progress and attainment and behaviour
Other teachers’ assessments, where relevant
The individual’s development in comparison to their peers and national data
The views and experience of parents
The pupil’s own views
Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.