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Identification, Assessment and Provision

Provision for pupils with special educational needs is a matter for the school as a whole. In addition to the governing body, the school’s head teacher, SENCO and learning support team, all other members of staff have important responsibilities. All teachers are teachers of pupils with special educational needs.

Teaching such pupils is a whole-school responsibility, requiring a whole-school response. Central to the work of every class and every subject is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of the pupils. The majority of pupils will learn and progress within these arrangements. However, for pupils with special educational needs, there may be a need to provide an enhanced level of provision that supports and enhances their learning abilities.

Graduated Response

We will adopt a graduated response to meeting special educational needs that requires the initial use of classroom and school resources before bringing specialist expertise to bear on the difficulties that a pupil is experiencing. When a young person is identified as having special educational needs, the school will intervene as described below at School Action and School Action Plus. Such interventions are a means of helping schools and parents match special educational provision to individual pupil needs. We will record the steps taken to meet the needs of individual children.

If a pupil is known to have special educational needs when he arrives at the school, the SENCO will inform all relevant staff.

Early Identification

Assessment is a continuing process that can identify pupils who may have special educational needs. We will measure children’s progress by referring to:

  • Evidence from teacher observation and assessment.
  • Their performance against the level descriptors within the National Curriculum at the end of a key stage
  • Their progress against the objectives specified in the National Literacy and Numeracy Strategy Frameworks
  • Standardised screening or assessment tools, eg CATs
  • Information from primary schools as a result of primary-secondary liaison
  • Outside agencies, eg CAHMS, Lenworth Clinic and BEST

    • English as an additional language

    The identification and assessment of the special educational needs of young people whose first language is not English requires particular care. Where there is uncertainty about an individual, we will look carefully at all aspects of a pupil’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs. We will refer to the Bilingual & Minority Ethnic Curriculum Support Service for assessment and advice where necessary.

    The Role of SENCO

    The SEN Coordinator (SENCO), in collaboration with the SEN link Governor, Head Teacher and Governing Body, plays a key role in helping to determine the strategic development of the SEN policy and provision in the school to raise the achievement of pupils with SEN.

    Monitoring Pupil Progress

    Teachers may conclude that the strategies they are currently using with a pupil are not resulting in the pupil learning as effectively as possible. In these circumstances, they will consult the SENCO to consider what else might be done. The starting point will always be a review of the strategies being used and the way in which these might be developed. Evaluation of the strategies in place may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject. Consideration should then be given to helping the pupil through School Action. The key test of the need for action is evidence that current rates of progress are inadequate.

    School Action

    When a pupil is identified as having special educational needs, school will provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum. This intervention will be described as School Action.

    The triggers for intervention through School Action could be concern, underpinned by evidence, about a pupil who, despite receiving differentiated learning opportunities, makes little or no progress.

    If we conclude, that a pupil may need further support to help him progress, we will consider our reasons for concern alongside any information about the pupil already available to the school. The SENCO will support the assessment of the pupil, assisting in planning future support for the pupil in discussion with colleagues and monitoring the action taken. The pupil’s subject and pastoral teachers will remain responsible for working with the pupil and for planning and delivering an individualised programme of support.

    In some cases outside professionals from health or social services may already be involved with the child. In such instances it is good practice for these professionals and the school to liaise. If these professionals have not been working with the school, the SENCO, with the parent’s permission, will contact them.