Close the attainment gap between the pupil and their peers; Prevent the attainment gap growing wider. Where pupils continue to make inadequate progress despite support and high quality teaching, the class teacher will work with the school’s Special Educational Needs Coordinator (SENCo) to assess if a pupil has a significant learning difficulty and agree appropriate support. Details of assessment tools and materials used in our school can be found in Appendix 1. In some cases it may be necessary to seek assessment by or advice from an external professional such as a specialist teacher or educational psychologist. This will always involve discussion and agreement with the pupil’s parents/carers. When considering whether a pupil has a special educational need any of the following may be evident: Makes little or no progress even when teaching approaches are targeted particularly in a pupil’s identified area of weakness; signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas; Persistent emotional or behavioural difficulties are not ameliorated by appropriate behaviour management strategies; Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment; Has communication and /or interaction difficulties and continues to make little or no progress despite the provision of an appropriate differentiated curriculum. Has emotional or behavioural difficulties which substantially and regularly interfere with the pupil’s own learning or that of the class groups, despite having an individualised behaviour support programme; Has SEND or physical needs that require additional specialist equipment or regular advice or visits by a specialist service; Has a communication and/or an interaction difficulty that impedes the development of social relationships and a substantial barrier to learning. Assess, Plan, Do and Review Where a pupil is identified as having SEN, we will take action to support effective learning by removing barriers to learning and put effective special educational provision in place. This SEN support will take 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 is known as the graduated approach assess, plan, do, review. – For pupils with low level special educational needs the cycle of Assess, Plan, Do and Review will fit into the regular termly assessment and planning cycle for all pupils. These are known as Pupil Progress Meetings. For those pupils with more complex needs or for who a more frequent cycle
Close the attainment gap between the pupil and their peers; Prevent the attainment gap growing wider. Where pupils continue to make inadequate progress despite support and high quality teaching, the class teacher will work with the school’s Special Educational Needs Coordinator (SENCo) to assess if a pupil has a significant learning difficulty and agree appropriate support. Details of assessment tools and materials used in our school can be found in Appendix 1. In some cases it may be necessary to seek assessment by or advice from an external professional such as a specialist teacher or educational psychologist. This will always involve discussion and agreement with the pupil’s parents/carers. When considering whether a pupil has a special educational need any of the following may be evident: Makes little or no progress even when teaching approaches are targeted particularly in a pupil’s identified area of weakness; signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas; Persistent emotional or behavioural difficulties are not ameliorated by appropriate behaviour management strategies; Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment; Has communication and /or interaction difficulties and continues to make little or no progress despite the provision of an appropriate differentiated curriculum. Has emotional or behavioural difficulties which substantially and regularly interfere with the pupil’s own learning or that of the class groups, despite having an individualised behaviour support programme; Has SEND or physical needs that require additional specialist equipment or regular advice or visits by a specialist service; Has a communication and/or an interaction difficulty that impedes the development of social relationships and a substantial barrier to learning. Assess, Plan, Do and Review Where a pupil is identified as having SEN, we will take action to support effective learning by removing barriers to learning and put effective special educational provision in place. This SEN support will take 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 is known as the graduated approach – assess, plan, do, review. For pupils with low level special educational needs the cycle of Assess, Plan, Do and Review will fit into the regular termly assessment and planning cycle for all pupils. These are known as Pupil Progress Meetings. For those pupils with more complex needs or for who a more frequent cycle