Monitoring and reporting arrangements are in place for all the children in our school. Teachers are expected to deliver quality first teaching in the classroom, with high aspirations for all. Adaptations to learning are made within lessons, before additional support is introduced (see below). Additional support may be given to address low attainment, lack of progress or confidence issues.

Before additional support is put in place, a baseline assessment will be undertaken.  A appropriate intervention will be identified and once it is being delivered, the child’s progress will be monitored throughout. This may take the form of written/oral tests as well as ongoing formative assessment.
 

Parents will be advised prior to the intervention starting and at the end of the programme. Parents of a child receiving additional support may also have enhanced communication, termly progress meetings with the class teacher and other school staff,  including the Special Educational Needs Coordinator (SENCO), where appropriate. The child will also be given an opportunity to feed back on what has gone well and the challenges that still need to be overcome. 

The school uses internal tracking systems to manage the assessment of the children. The percentages of children performing below Age-Related Expectations are shared with the senior staff and Governors. This data is also used to discuss school progress with the Local Authority and OFSTED during inspection visits.