If progress continues to be less than expected it may be necessary for the INCos and teacher to organise additional support or targeted intervention. This support may be group or individual led by a trained adult. Each class teacher produces a reviewed provision map every term to identify those children needing this extra support and where interventions involve teaching away from the main class, the teacher retains the responsibility for the child and works closely with support staff to plan and assess the impact of the interventions and how they can be linked back to classroom teaching. Our INCos, SMT and Head oversee the progress of any child identified as having SEND and there is a school governor for SEND. This ensures that the quality of provision is regularly monitored. Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this. An appointment can be made with either INCo to discuss support in more detail if required. There are two INCOs in school; one with responsibility for SEND and more able pupils and one with responsibility for pastoral support and family liaison. Appointments can be made with either INCo. Between them they work for 4 days a week. 4. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING? As a school we track and analyse the children’s progress in learning against national expectations and age related expectations on a half-termly basis. The class teacher continually assesses each child and notes any areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Nursery, at Year R and then through to Year 6, using a variety of different methods. Please ask the school if you require any further details. Pupil Progress Meetings are held each half term between each class teacher and the Head teacher or Assessment co-ordinator. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed. Where specific needs are apparent, the school is involved with a number of outside agencies who then use a range of assessments which can be used to explore a child’s strengths and difficulties in more depth. They will then suggest strategies for the school and home to put in place to support the children’s learning. The Head teacher and INCos report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets with the INCo. They report back to the Governing Body. (See section 3) We are monitored regularly by OFSTED and the local authority.
If progress continues to be less than expected it may be necessary for the INCos and teacher to organise additional support or targeted intervention. This support may be group or individual led by a trained adult. Each class teacher produces a reviewed provision map every term to identify those children needing this extra support and where interventions involve teaching away from the main class, the teacher retains the responsibility for the child and works closely with support staff to plan and assess the impact of the interventions and how they can be linked back to classroom teaching. Our INCos, SMT and Head oversee the progress of any child identified as having SEND and there is a school governor for SEND. This ensures that the quality of provision is regularly monitored. Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this. An appointment can be made with either INCo to discuss support in more detail if required. There are two INCOs in school; one with responsibility for SEND and more able pupils and one with responsibility for pastoral support and family liaison. Appointments can be made with either INCo. Between them they work for 4 days a week. 4. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING? As a school we track and analyse the children’s progress in learning against national expectations and age related expectations on a half-termly basis. The class teacher continually assesses each child and notes any areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Nursery, at Year R and then through to Year 6, using a variety of different methods. Please ask the school if you require any further details. Pupil Progress Meetings are held each half term between each class teacher and the Head teacher or Assessment co-ordinator. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed. Where specific needs are apparent, the school is involved with a number of outside agencies who then use a range of assessments which can be used to explore a child’s strengths and difficulties in more depth. They will then suggest strategies for the school and home to put in place to support the children’s learning. The Head teacher and INCos report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets with the INCo. They report back to the Governing Body. (See section 3) We are monitored regularly by OFSTED and the local authority.
SEND-Information-Report-Our-School-Offer.docx