We closely monitor the progress, attainment, and wellbeing of all pupils to identify those who may require additional support. Most children’s needs can be met through Ordinarily Available Provision (OAP), which includes high-quality, inclusive teaching with adaptations to meet a range of learning styles and abilities. This might involve differentiated tasks, visual supports, structured routines, or additional adult guidance in the classroom.

If a teacher observes that a child is experiencing difficulties despite these strategies, they will adapt teaching further and review its impact. Where further support may be needed, the teacher will discuss their observations with parents and our Special Educational Needs Coordinator (SENCO), Mrs. Hannah Bedwell. Together, we can agree next steps and, if appropriate, begin targeted or specialist interventions as part of our Graduated Approach.

Parents are encouraged to raise concerns at any time with their child’s class teacher or the SENCO. In addition to ongoing communication, there are two formal parent consultation meetings each year and a written annual report. Early discussions with parents are central to understanding a child’s needs and ensuring timely support.

Working below Age-Related Expectations may indicate a child could benefit from additional support. While this does not automatically mean a child has Special Educational Needs, it can act as an early indicator for closer monitoring and intervention.