Identification

Our school provides additional and/or different provision for a range of needs that are stated in the SEND Code of Practice 2014:

• Communication and Interaction – children who find it difficult with interacting with people and the world around them. This can include: Autistic Spectrum Disorder, Speech Language and Communication Needs
• Cognition and Learning – children who find learning, thinking and understanding harder than most other pupils. This can include: Moderate Learning Difficulties, Specific Learning Difficulties, Dyslexia
• Social, Mental and Emotional Health – children who find it difficult to manage their emotions and behaviour in a way that affects their daily life. This can include: Low level disruptive behaviour, unpredictable, difficulties with interpersonal skills, signs of frustration
• Sensory and/or Physical – children who have a disability that may make it difficult for them to manage their everyday life without changes of support. This can include: Medical, hearing/visual Impairment and physical disabilities.

We will assess each child’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Each class teacher makes regular assessments of progress for all children. Some of these ways include:

• Observations
• Performing below age expected levels
• Concerns raised by parents/carers
• Concerns raised by teacher, for example behaviour or self-esteem is affecting performance
• Fails to match or better the child’s previous rate of progress
• Widens the attainment gap
• Consultations between class teachers and members of the leadership team where progress data is discussed
• Liaison with outside agencies such as Educational Psychology Service

This may include progress in other areas than attainment, such as, social needs. In this instance, the child could take part in our Socially Speaking group to help support them. This would not mean the child has SEN and/or is put on the SEN register. Slow progress and low attainment will not automatically mean a child 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 wishes of the child and parents. We will use this to determine the support that is needed and whether we can provide it by quality first teaching, or whether something different or additional is needed.