SEN if they have a learning difficulty ‘A child or young person has or disability which calls for special educational provision to be made for him or her.’ (SEND CoP: 2014:Pg15) The first stage of this identification process comes from the transition meetings held by the SENCO and feeder primary schools. It is in these meetings that the SENCO is advised which students are already SEN Support and who have an EHCP. In the spring of their Year 6 the LA will notify school which students are coming who have an ECHP. Where practicable the SENCO attends their Annual Review to ensure a smooth transition is made. To ensure that there is continuity of learning and provision the SENCO, intervention and inclusion teams will, How do we identify and assess pupils with SEN? Use the information from primary to devise a curriculum and support provision for the first few weeks. In English and Maths the student will be setted. Some students will also receive wave 2 support, some will receive literacy and numeracy support with some students having additional support from wave 3 provision. Class teachers are given information on how best to meet the needs through wave 1 quality first teaching. This is students’ shared through the SEN register and the school’s Achievement Database and for some students their One Page Profiles.. The provision will be reviewed through ongoing Quality Assurance by the SENCO at the school Data Analysis points. Class teachers also monitor and assess students through the Assessment cycle in school.
How do we identify and assess pupils with SEN? ‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’ (SEND CoP: 2014:Pg15) The first stage of this identification process comes from the transition meetings held by the SENCO and feeder primary schools. It is in these meetings that the SENCO is advised which students are already SEN Support and who have an EHCP. In the spring of their Year 6 the LA will notify school which students are coming who have an ECHP. Where practicable the SENCO attends their Annual Review to ensure a smooth transition is made. To ensure that there is continuity of learning and provision the SENCO, intervention and inclusion teams will, Use the information from primary to devise a curriculum and support provision for the first few weeks. In English and Maths the student will be setted. Some students will also receive wave 2 support, some will receive literacy and numeracy support with some students having additional support from wave 3 provision. Class teachers are given information on how best to meet the students’ needs through wave 1 quality first teaching. This is shared through the SEN register and the school’s Achievement Database and for some students their One Page Profiles.. The provision will be reviewed through ongoing Quality Assurance by the SENCO at the school Data Analysis points. Class teachers also monitor and assess students through the Assessment cycle in school.