Identifying Needs at Aylward Academy

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Teachers will make regular assessments of progress for all pupils and identify those whose progress is a concern. This may include progress in areas other than academic attainment, for example, social or communication needs.

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 the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

Identification of SEN

Any member of staff or parent/carer can refer a student for any of the categories of SEN. Information to support the referral will be gathered from one or more of the following as relevant:

• • previous schools

  • results of objective tests e.g. CATs, data collections, KS2 results

  • results of other tests available in school such as word recognition, spelling, words per minute

  • class teacher observations and assessments

  • tutor and year team observations or records

  • SEN referral completed by staff via email

  • Parents/carers

  • Examination or data collection results as appropriate

The steps Aylward Academy take if SEND is identified

If SEND is identified the stages of action are:

• • Initial concerns expressed by parent, teachers, health or social services professional

  • SENCO gathers information, makes initial assessment and informs parents of outcomes

  • SENCO seeks further advice/assessment from professional and outside agencies if required

  • If the young person is identified as SEND the SENCO will provide teachers, parents and the child with advice, strategies and provision suited to support their needs.