How we identify, assess and review children with SEN
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
- Consult with relevant external agencies
- Use assessment tools & materials
- Use observations
- Use Short Notes
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. Schools 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.