All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCo (Special Educational Needs Coordinator), will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEN can be identified and pupils are assessed by their teacher each half term. Whether or not a pupil is making progress, is seen as a significant factor in considering the need for SEN provision. Additionally, we also have processes for identifying the physical and social, emotional and mental health needs of our pupils.
Pupil progress is recorded on a web-based tracking system bought into by the school called School Pupil Tracker. Pupil Progress meetings take place termly with year group teachers, Key Stage Manager and the Headteacher. Progress by individual SEN pupils and various groups of SEN pupils can be monitored and analysed by the SENCo using the School Pupil Tracker.
Where concerns are raised a pupil may be brought to a termly Liaison Meeting. In addition to the Headteacher, SENCo, Family Support Advisor and SEN teaching assistant, the Speech and Language Service, Behaviour Support Team, Educational Welfare Officer and Educational Psychology Service are invited to attend and advice. The SENCo will consider the need to bring in the support of outside professional agencies (e.g. Teaching and Advisory Support Service (TASS), Speech and Language Therapy (SALT) Educational Psychology Service (EP), Autistic Spectrum and Social Communication Service (ASSC) Behaviour Support (BST).
Talk initially to your child’s class teacher sharing your concerns and agree relevant actions with them. Plan to meet again with the class teacher at an agreed later date to review your concerns and discuss any progress that has been made. If there has been little improvement then the class teacher will refer you on to the school’s SENCO.