Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special provision to support children’s special educational need, we:

• Work in partnership with parents/carers, pupils

• Conduct termly SEN provision meetings with year group staff and led by Mrs Henson our SENCO.

• Consult with relevant external agencies

• Use assessment tools & materials

• Use observations

• Use Short Notes

• Other

SEN Support

Where a special educational need is identified children will be placed on the SEN register and staff will work closely with parents and the child or young person to initiate an individualised SEN support plan. This follows a graduated process which takes the form of cycles of 'Assess, Plan, Do, Review'. 

At Shotton Primary School SEN support plans are reviewed in consultation with parents and children on a termly basis. School tracking systems are used to identify gaps in learning and to set appropriate targets for the child.  

From the SEN support plan, provision is then adapted to support the child in meeting their targets on their plan. Different children require different levels of support to achieve age related expectations, and we expect that parents/carers would work with us, alongside any other appropriate, external agencies.