We follow a graduated approach, using the Assess - Plan - Do- Review model to ensure that we are meeting the needs of every child. Ongoing monitoring and assessment of each individual pupil’s progress is important. Regular observations, assessment and recording of the progress, against national and school expectations, of all children, are used to identify children who are not progressing satisfactorily and who may have additional needs.

Each term, class teachers meet with the SLT and SENDCo to discuss the progress and attainment of all children in their class, and any concerns they may have. Targeted support may be put in place to address these concerns, and the impact of this support is monitored for an agreed period of time. When concerns are raised about the rate of progress, communication and interaction, well-being and regulation then a discussion with parents and carers will be instigated. 

Parents are always informed if school staff consider that their child has an additional need and with the agreement of parents, a child may be placed on the  school SEND register, whereby provision is additional and different to that of their peers. If a 'pupil learning plan' is required, specific short -term targets are identified and used to support the child’s progress. In these cases, parents may be invited in to school to discuss the targets with the SENDCo and class teacher. 

To assist in the identification of an individual child's needs, a range of assessments may be used initially before referrals to external agencies are made. Prior to this we advise that eyesight and hearing are checked to discount these aspects as possible underlying causes of learning needs. 

To obtain further understanding of a child's difficulties we may use: 

• Language Link
• Test of Auditory Processing Skills (TAPS)
• British Picture Vocabulary Scale (BPVS)
• Salford reading and spelling test
• Strengths and Difficulties Questionnaire
• Boxall assessments
• AET Progression Framework

We aim to identify children's special educational needs as early as possible and along with assessments, will complete observations of pupils. Following the gathering of internal assessments and observation, Mrs Carabine,, the SENDCo will liaise with parents and school staff to complete referrals for the identification of a range of additional needs. 

Mrs Carabine can share contact details of independent assessors to complete cognitive assessments where required.