How we identify, assess and review children with special educational needs
Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
Early Identification of Need
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use 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 special help.
Types of special educational needs can include:
General Learning Difficulties – children whose learning progresses at a slower pace
Social and Emotional Difficulties
Cognition and Learning Difficulties (difficulties with reading, writing and spelling or maths)
Communication and Interaction Difficulties
Speech and Language Difficulties
Delays with gross or fine motor skills
Other Physical or Medical Needs/Conditions
All of our children’s needs are identified and met as early as possible through:
observation, assessment, target setting and monitoring arrangements (cycle of assess, plan, do and review)
listening to, and following up , parental concerns
listening to and taking into account the child’s views, wishes and feelings
the analysis of data including baseline assessments linked to the EYFS to track individual children’s progress over time
reviewing and improving staff understanding of a wide range of needs and effective strategies to meet those needs
liaison with schools and other settings on end of year transfer
exchanging information from other services across education, health, care and the voluntary sector
involving an external agency, where it is considered that a special educational need may be significant and long term and may require more in-depth and frequently reviewed cycles of assess, plan, do and review.
data on progress is stored and analysed through the school tracking system. Pupils’ needs are discussed and decisions are taken as to which intervention is needed.
Teachers at Dunmore Primary School make regular reasonable adjustments to their daily practice in order to support as many children as possible. When these reasonable adjustments are proving to be insufficient, then a decision may be made to add the child to the school’s SEN register and to implement a SEN Pupil Profile. At Dunmore Primary, we follow a graduated support approach, which is called “Assess, Plan, Do, Review”. This means that we will:
Assess a child’s special educational needs
Plan the provision to meet your child’s aspirations and agreed outcomes
Do put the provision in place to meet those outcomes
Review the support and progress
As part of this approach every child with SEN will have an individualised SEN Pupil profile that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where appropriate) views are integral to this process.
What We Offer:
regular informal review meetings with children, parents and teachers, as necessary
an open door policy for parents of SEND children.
Gathering pupils views
termly review meetings led by the class teacher with parents present. At this meeting the focus is the child’s SEN pupil profile where progress is measured and new outcomes are agreed for the following term
consultations with the school’s SENCO
A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.
Having followed cycles of plan, do etc if the gap is widening or not making progress or an identified need we may seek a request for an EHCP The school will provide the evidence about the child’s progress over time, documentation in relation to the child’s SEN and any action taken to deal with their needs, including any resources or special arrangements in place.
Children may be taken off the SEND register if they make progress or their needs change, this will always be discussed with the parents
How we respond to parental concerns
We always encourage parents to come in and discuss any concerns with us face to face. All parents of children with SEND are invited in three times a year to speak to staff. We strive to ensure access to appropriate high quality teaching, differentiation and intervention for all of our SEND children. All planning is monitored by the SLT, books are collected in frequently and learning walks take place regularly across the school to ensure high standards for all of our learners, including those with SEND