In the course of their usual practice a class teacher might notice that a child is having difficulty with an aspect of learning
Each term the progress of all children is discussed by class teachers, and the Senior Leadership Team (Mrs Willis EHT and Nathan Jones EAHT and SENCo)
Information may already be known about the child through information passed on by their previous school
By using subject or skills based assessments that all children take part in such as the Year 1 phonics check, the foundation stage profile, reading assessments etc.
By using assessments on an individual basis, where we think there is the need to use them
A parent or other member of staff might raise a concern about learning difficulties
Liaison with external agencies, e.g. physical health diagnosis from paediatrician, Speech and Language Therapist’s or Educational Psychologist’s assessment
The school uses both formal assessments and observation to identify children’s needs and aim to address these through adjustment of “quality first teaching”, intervention strategies, individual and group support.
The method of identification and provision follows the recommended graduated response:
If evidence shows that progress has not been made, despite provision of concentrated support, the School or parent may apply for a statutory assessment which may lead to an Education Health Care Plan.
We recognise that students make progress at different rates and not always in a steady linear pattern.
If your child is identified as having a Special Educational Need which requires additional support, this will be discussed with you and your child will be added to our school Inclusion Register.
Unfortunately not the ones with chocolate chips.
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