The identification of special educational needs is built into the school’s approach to monitoring the progress and development of all children. This will be done mainly through formative assessment, on a daily basis and some summative assessment throughout the year. At the end of key stages there are more formal testing arrangements. Children are also given opportunities to feedback on their strengths and achievements, both orally and as they get older by using green pens for self-assessment of their work.

Early identification is beneficial so that effective provision can be put in place to improve the outcomes for a child. A pupil has Special Educational Needs (SEN) where their learning difficulty or disability calls for special educational provision. This will be different from, or additional to, that usually available for pupils of the same age.

Class teachers will discuss initial concerns with parents (and Special Educational Needs Coordinator/SENCO); parents are also encouraged to contact class teachers if they have concerns. This two-way approach is very important. This can be done at any time during the year. There are two formal parent consultations during the year, to which older children are invited, as well as an informal open evening, following the annual report. Parents can contact Mrs. Bedwell, the SENCO at any time.

If a child is falling below Age-Related Expectations this will be flagged up as a possible concern and teachers will discuss this at termly progress meetings with the Headteacher, Mrs. Wing. Suitable support or intervention will then be put in place and parents advised accordingly. Children falling below age-related expectations at any time do not necessarily have SEND but it can act as an early indicator.