Identifying children with SEND
All children have a right to quality first teaching which provides appropriate differentiation and support to identify their needs. The first step in identifying a child with SEND is through this quality first teaching using the approach of Assess, Plan, Do, Review
A special educational need can be a number of different things and will fall into one of the four broad areas of SEND: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health (SEMH), or Sensory and/ or Physical. A special educational need can be helped by putting extra support in at school, providing appropriate interventions, additional resources and in working with partnership with parents and, where required, external agencies. The need may also be due to a disability which makes it harder for the child to access the same educational facilities provided by the school for the majority of children. For some children, this may be a temporary difficulty while for others, it may be a more long term need and require further specialist help.
We aim to identify children who have difficulties as soon as possible to ensure that appropriate support can be provided from an early age. Full use is made of any information passed to us by previous education providers (for children who attend a nursery or who have moved settings) and we use assessments throughout school to identify pupils and any difficulties that they may have.
Actions to support judgements may include:
Progress against the Early Learning Goals
Progress against the National Curriculum expectations
Progress through core subjects, particularly English or Maths
Collaboration with parents
Foundation stage profiles
Formative and summative assessments, including KS1 and KS2 SATs
Speech and language referrals and assessments
Educational psychology referrals and assessments
OT referrals and assessments
If there are concerns that your child has a special educational need, your teacher will discuss this within their teaching team and with the school SENCo. Time will then be spent to assess:
What your child’s strengths are
Which area(s) they need support in
How your child can be best supported
Which additional agency involvement may your child benefit from, if any
With parental agreement and parental and child involvement, an SEN Support Plan will be generated with your child’s teacher and the school SENCo to detail personalised targets for your child and appropriate provisions to put in place. This action will then result in your child’s addition to the school SEND register.
At CWA, we recognise that many children can make rapid progress with the correct support in place and can then be in line with their peers and may no longer need the personalised targets or additional provisions as set out in their SEND Support Plan. Support Plans are monitored and assessed through the assess, plan, do, review process, with full reviews completed on a termly basis. Parents are invited to attend review meetings each term to discuss their child’s progress and to take part in the development of their new SEND Support Plan.
With this in mind, our SEND register is fully fluid and is reviewed by the SENCo and teaching staff on a termly basis. If it is felt that a child no longer requires the additional support and can continue to make good progress with Quality First Teaching, they will be removed, with parental consent, from the SEND register at the termly review meeting.
SEND progress is monitored and tracked following a similar process to identification. Teacher assessment, formative and summative assessments, discussions and collaboration with parents and external agencies are used to continually identify and evaluate needs and provisions.
For further information please contact our SENDCO, Ms Debbie Walker