The first response to a progress concern is high quality teaching targeted at a child’s area of weakness. There may also be some targeted group intervention for 6-8 weeks aimed at boosting a particular area of Maths, English, Social Skills, Memory Skills and/or Confidence Levels. Where progress continues to be less than expected the teacher, working with the Special Educational Needs Coordinator (SENCO), will assess whether the child has Special Educational Needs (SEN). Parents will be contacted to ascertain their point of view about their child’s learning and progress and will have the opportunity to discuss any additional support that will be given at school and how they can support at home. If further assessment is undertaken the class teacher and/or SENCO will make contact with the parents. This will also be discussed with the child and self-esteem questionnaires can be used to help gain a child’s view.

Having agreed group or individual support, this will usually be delivered by our learning support assistants under the direction of the class teacher. Sometimes teachers will have a role in delivering some interventions. The Headteacher and Deputy are kept informed of additional support and the impact of that support on learning through progress meetings and the updating of the provision map for that year group. Individuals will also have their profiles annotated using the Inclusion register; a school register of children who have received additional support. Children’s progress is monitored throughout.

Regular meetings are held with the SEN Governor, who reports back on school strategy, including identification of pupils with SEN, additional provision, assessment and monitoring, to the Full Governing Body. SEN updates are shared with the Local Authority School Improvement Partner. The school’s SEN Policy and practice is also evaluated during OFSTED inspections.