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How is a child identified as having a SEND?

The teacher continually assesses the needs of all children in their class. Every child is formally assessed three times each year.

Every term, we hold Pupil Progress meetings to discuss the progress of all children in each class and identify any children who are not making their best possible progress. Interventions are then planned and set for children who need support to increase their attainment.

We follow a Graduated Response cycle of - Assess - Plan - Do - Review. If following a cycle of intervention support, and the child is still struggling to make the expected academic progress, we will inform parents and discuss their level of attainment.

In some cases, a meeting will then be set with the SENCO and referrals to relevant outside agencies may be made if necessary.
If a child continues to work 1+ years below their age related expectations and they are not responding to interventions, they will receive an IEP support plan.
In some cases the school may make an application for additional top-up funding if your child requires an significant amount of support.

The above applies for academic needs. For children with communication, social, emotional, mental health, sensory or physical needs, these will be identified as SEND on a case-by-case basis depending on what 'reasonable adjustments' are needed and what provision is in place for that child 'which is different or additional to' their peers.

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