Progress of all children at our school is monitored; both mid-term and summative assessments are used to identify each child’s next steps to learning. Every half term class teachers assess where their pupils are in their learning and progress in reading writing and maths. These levels are then discussed at pupil progress meetings. Children working below age expectations or making slow or no progress are discussed at these meetings and appropriate interventions are planned to support them in making best progress. If we identify that a child is making less than expected progress, the teacher will discuss this with the parent and the SENDCO will support them to ensure the work is differentiated and appropriate to your child’s level and needs. If your child continues to make less than expected progress despite additional intervention and support in class, then they may be identified as having additional learning needs. When children are identified as having additional learning needs, they may be supported through a specific intervention programme. This may be in consultation with the education psychologist. We also identify children as having Special Educational Needs if they are working significantly below expected levels for their age. Where this is the case, children may work with an external agency such as Educational Psychologist or SEMT (Social, Emotional and Mental Health Team) to make further assessments and observations of their needs. Children may be identified as having a Special Educational Need if they have a specific health diagnosis from a Paediatrician.

In addition, children are identified as having Special educational Needs if there are concerns regarding their behaviour, self-esteem, concentration, attitude and they need extra support from a mentor to help improve this. Services such as SEMT, school nurse or CAMHS may support pupils may support pupils in these areas. 

We endeavour to ensure that all barriers to equal access in our school are removed or overcome.

Progress of all children at our school is monitored; both mid-term and summative assessments are used to identify each child’s next steps to learning. Every half term class teachers assess where their pupils are in their learning and progress in reading writing and maths. These levels are then discussed at pupil progress meetings. Children working below age expectations or making slow or no progress are discussed at these meetings and appropriate interventions are planned to support them in making best progress.

If we identify that a child is making less than expected progress, the teacher will discuss this with the parent and the SENDCO will support them to ensure the work is differentiated and appropriate to your child’s level and needs. If your child continues to make less than expected progress despite additional intervention and support in class, then they may be identified as having additional learning needs. When children are identified as having additional learning needs, they may be supported through a specific intervention programme. This may be in consultation with the education psychologist. We also identify children as having Special Educational Needs if they are working significantly below expected levels for their age. Where this is the case, children may work with an external agency such as Educational Psychologist or SEMT (Social, Emotional and Mental Health Team) to make further assessments and observations of their needs. Children may be identified as having a Special Educational Need if they have a specific health diagnosis from a Paediatrician.