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Identifying and assessing SEND

How do we identify and assess children with SEND? 

 

The first step in identifying children who have additional needs is through quality first teaching, using the approach of assess, plan, do and review. 

 

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
•    Speech and Language Difficulties
•    Social, Emotional and Behavioural Difficulties
•    Dyslexia (difficulties with reading, writing and spelling)
•    Dyspraxia (problems with motor skills, organisation)
•    Autism
•    ADD (Attention Deficit Disorder - ADHD (Attention Deficit Hyperactivity Disorder)
•    Downs Syndrome
•    Cerebral Palsy
•    Other Physical or Medical Needs 

We aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age.  Full use is made of information passed to the school when a child transfers in and we use a range of assessments, including on entry, to identify pupils and any difficulties they may have (observations on entry, Speech and Language Link, teacher assessment/observation, information from previous school).

 

Other methods used by teachers to identify pupils with SEN are as follows:

 

  • Discussion with parent/carer to see if they have noticed anything/have any concerns
  • Ongoing teacher assessment and observation
  • Progress against Reading, Writing and Maths Objectives
  • Performance in optional assessments
  • Standardised screening or assessment tasks (eg, Language Link)
  • Results from SATs (end of Years 2 and 6) and a range of subject assessment tests in Years 3 to 6.

 

If it seems that your child may have special educational needs, your child’s class teacher or the Special Educational Needs Co-ordinator (SENCo) will assess:

 

  • What your child is good at and what they need help with
  • What your child would benefit from learning
  • How best to help your child learn

 

Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need. This is monitored and can be changed once the impact is assessed.

 

Monitoring and tracking of children with SEND is through the same methods as identification. Assessment is ongoing all the time, combined with more formal methods a termly basis. Identified needs are evaluated and discussed in light of assessment results, support plan sessions, pupil progress meetings and through staff discussion.

 

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.


'Teach and Inspire; Engage and Enrich'

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