We use the Assess, Plan, Do, Review graduated approach to monitor the provision and progress of children on School Support. The review is written in a meeting with the child and the parents, to ensure targets reflect the needs of the child both at home and school.
THE BEST PROGRESS IS ALWAYS MADE WHEN HOME AND SCHOOL WORK TOGETHER AND WHEN FAMILIES MAKE TIME TO TALK, PLAY GAMES AND SUPPORT LEARNING IN SCHOOL.
The role of the parents in identifying and helping their child with special difficulties is vital, and the school consults with parents fully to maintain a close working relationship.
Pupils with SEND are assessed against their individual targets as well as against age related expectations. Information about their progress is collected through evidence in books, discussions with the child and teacher assessments. Progress of children with SEND is monitored closely by teachers, the SENDCo and the Senior Leadership Team. Children with SEND generally make good to accelerated progress in many areas of the curriculum. Children with additional needs in Year 6 will be given additional time and rest breaks when completing their SATS tests.
For a very small number of children a formal assessment of educational need is made; an Education Health and Care Plan is then written with appropriate targets and actions. The procedure involves the Educational Psychologist, the teaching staff and support staff, plus other professional bodies who may be able to offer advice. This can be a lengthy process and the school will offer as much support to parents as possible. The provision that is made for children with EHCPs is varied and may consist of short periods of specialist teaching, TA support, physiotherapy, or possibly a place in another school offering specialist provision. The formal plans for the children are reviewed annually, and parents are fully involved in this process.
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