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Identifying pupils with SEN and assessing their needs
Identifying pupils with SEN and assessing their needs
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. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
Is significantly slower than that of their peers starting from the same baseline
Fails to match or better the child’s previous rate of progress
Fails to close the attainment gap between the child and their peers
Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
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.
Staff meet termly with Senior Leaders in Pupil Progress meetings to discuss each child and their progress and next steps.
Where a pupil is identified as having SEN, we act to remove barriers to learning and put effective special educational provision in place.
The Graduated Approach
The Graduated Approach
This SEN identification and support takes the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised, with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This approach is reviewed 3 times a year and include parent/carers and any external specialist involved.
This is known as the graduated approach. The four stages of the cycle are:
• Assess
• Plan
• Do
• Review
The graduated approach starts at the whole school level, as all teachers are continually assessing, planning, implementing and reviewing their approach to teaching for all children, however, for pupils with SEND this approach is increasingly personalised depending on the needs of the child.
More details of the Assess, Plan, Do, Review process can be found in the Liverpool Graduated Approach document
ASSESS:-In Assessing a child/young person the school will carry out an analysis of the pupil’s needs which draws on the teacher’s assessments and experiences of the pupil, their previous progress and attainment. This is put in the context of the individual’s development compared to the school’s core approach to pupil’s progress, attainment and behaviour and their peers and national data.
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
Everyone develops a good understanding of the pupil’s areas of strength and difficulty
We take into account the parents’ concerns
Everyone understands the agreed outcomes sought for the child
Everyone is clear on what the next steps are
Notes of these early discussions will be added to the pupil’s record and given to their parents.
Any concerns by parents are actively listened to and recorded. Assessments are reviewed every term in our school.
PLAN: - We recognise that we must formally notify parents if their child is being provided with SEN support despite prior involvement and communication.
The teacher and Inclusion Manager agree in consultation with the parent and pupil the adjustments, interventions and support to be put in place as well as the expected impact on progress (outcomes), development or behaviour along with a clear date for review.
We write one-page profiles for our pupils with Special Educational Needs and Disabilities which we call Pupil Passports and we review these as often as required but at least three times per year. The provision set out in these passports is arranged through our termly whole school provision maps.
DO: - The School’s Inclusion Manager Marie Beale supports the class teacher in problem solving and advising on the effective implementation of support and in further assessments. The teacher remains responsible for working with the child directly or for overseeing the delivery of interventions. They work closely with teaching assistants or specialist staff involved, to plan and assess the impact of support and how they can be linked to classroom teaching
REVIEW: - Reviews are carried out on the agreed date. Some children have an EHC (Education, Health and Care Plan). These must be reviewed by the local authority in partnership with the school at least annually. These reviews are arranged at school and are part of the Inclusion Manager’s role. Our meetings are child-centred reviews which involve key adults supporting the pupil in school, family members and the child themselves. Our meetings are designed to be open discussion forums where we can share ideas of what works for the child in different settings, what we appreciate about them and how we can help them to achieve the best outcomes. The views of parents and the child themselves are pivotal in planning next steps and it is through this partnership working that any supportive strategies will be most successful. In transition to another setting information to be passed on will be shared with parents and pupils and this may involve others being present at review meetings and the Inclusion Manager attending meetings offsite to support the transition process. See SEN offer for more information.
Having consulted with children, young people and their parents/carers, all our additional provision (internal or external) is based on an agreed outcomes approach and these are discussed with the professionals that offer the support to your child and hold both our internal/external providers and ourselves to account.
An overview of our in school approach to Inclusion can be seen below
ACES and BEHAVIOUR FOR LEARNING
ACES and BEHAVIOUR FOR LEARNING
How we manage Relationships and Behaviour for Learning underpins our inclusive practice. We are an Attachment and Trauma Sensitive School and we acknowledge that some of our children have, and may continue to experience situations or epidodes of Adverse Childhood experiences which lead to a traum response.
All staff are trained to understand this and respond to children in a Trauma Sensitive way as outlined in our Behaviour for Learning Policy and core Rationale
BEHAVIOUR FOR PARENTS.pdfBehaviour for learning policy Feb22.docxRATIONALE FOR BEHAVIOUR.docxSupporting children who have trauma responses
Supporting children who have trauma responses
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