The Head of Pupil Progress and Welfare and the SENCO also provide INSET to Trainee teachers and Newly Qualified Teachers on the staff. 2. Information, in How do you know if a pupil Every pupil’s skills and attainment will be assessed on entry to Abbot’s Hill. At the same time, the relation to mainstream needs extra help? school will consider whether a young person has a disability under the Equality Act 2010 and, if schools the so, what reasonable adjustments may need to be made. school’s policies for the identification and All teachers are responsible and accountable for the progress and development of the pupils in assessment of pupils class, including where pupils access support from teaching assistants and specialist staff. with Special High quality teaching, differentiated for individual pupils is the first step in responding to pupils Educational Needs. who have or may have Special Educational Needs. Subject teachers’ regular assessment of pupils will help identify who are making less than expected progress. Reviews of the quality of teaching should include teachers’ understanding of strategies to support pupils. In deciding whether a pupil has SEND, information should be gathered on pupil progress from baseline assessments and standardised screening or assessment, as well as information from parents, subject teachers and the pupil. Pupils with a recognised need are given access arrangements in Key Stage 3 and all pupils are screened at the end of Key Stage 3 (normally at the end of Year 9) for access arrangements according to the Joint Council for Qualifications examination regulations. Where a pupil is identified as having SEND, action should be taken to remove the barriers to learning. This support should take a four part cycle. This is known as the approach’. ‘graduated The four parts to the cycle are: Assess, Plan, Do, Review. 3a. How the school How will I know that my child All pupils receiving provision have an Individual Education Plan. evaluates the is making progress? effectiveness of its Electronic copies of these are available to staff on the school network (and on SchoolBase by provision for such January 2018). The IEPs are sent home at the start of each term outlining the provision for the pupils coming weeks and targets that the pupils are working towards. Occasionally (usually for a medical need) the pupil will have an information IEP which does not have targets.
The Head of Pupil Progress and Welfare and the SENCO also provide INSET to Trainee teachers and Newly Qualified Teachers on the staff. 2. Information, in relation to mainstream schools the school’s policies for the identification and assessment of pupils with Special Educational Needs. How do you know if a pupil needs extra help? Every pupil’s skills and attainment will be assessed on entry to Abbot’s Hill. At the same time, the school will consider whether a young person has a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made. All teachers are responsible and accountable for the progress and development of the pupils in class, including where pupils access support from teaching assistants and specialist staff. High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have or may have Special Educational Needs. Subject teachers’ regular assessment of pupils will help identify who are making less than expected progress. Reviews of the quality of teaching should include teachers’ understanding of strategies to support pupils. In deciding whether a pupil has SEND, information should be gathered on pupil progress from baseline assessments and standardised screening or assessment, as well as information from parents, subject teachers and the pupil. Pupils with a recognised need are given access arrangements in Key Stage 3 and all pupils are screened at the end of Key Stage 3 (normally at the end of Year 9) for access arrangements according to the Joint Council for Qualifications examination regulations. Where a pupil is identified as having SEND, action should be taken to remove the barriers to learning. This support should take a four part cycle. This is known as the ‘graduated approach’. The four parts to the cycle are: Assess, Plan, Do, Review. 3a. How the school evaluates the effectiveness of its provision for such pupils How will I know that my child is making progress? All pupils receiving provision have an Individual Education Plan. Electronic copies of these are available to staff on the school network (and on SchoolBase by January 2018). The IEPs are sent home at the start of each term outlining the provision for the coming weeks and targets that the pupils are working towards. Occasionally (usually for a medical need) the pupil will have an information IEP which does not have targets.
SEND-information-Report-2017-2018-1.docx