Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
Early Identification of Need
In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:
- Work in partnership with parents/carers, pupils
- Consult with relevant external agencies
- Use assessment tools & materials
- Use observations
- Use Short Notes
All children at Easington Colliery Primary School are reviewed for their progress termly. At the end of each term children are assessed and progress against their outcomes is reviewed. The Inclusion Manager attends all Pupil Progress meetings along with Phase Leaders and Class Teachers. In these meetings individual children’s progress is discussed and any additional requirements discussed.
If a teacher has concerns relating to any aspects of a child’s academic, social or emotional progress they will approach parents for a meeting. During this meeting a “short note” will be completed. This is simply a record of the meeting, and actions to be taken. This is also renewed termly to ensure progress is being made and appropriate intervention in place.
Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where appropriate) views are integral to the this process.
A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.
For more detailed information see the Local Offer
Details of Identification and Assessment of Pupils with SEN
- We use Boxall profile to assess social and emotional needs
- Lexia assessments
- Strengths and difficulties questionnaires relating to Place2be
Children with SEND have access to a broad and balance curriculum (see teaching and learning policy). They have bespoke provision which takes place alongside their peers as much as possible and when appropriate. Children are taught in a variety of ways eg small group, 1:1 and whole class.
All children with SEN have support plans which identifies how school are providing for their needs. The SENCO monitors the provision for each child through book scrutinies, lesson observations and learning walks. Provision is reviewed against the pupil’s outcome and the impact evaluated.
Progress is measured through national curriculum grades and teacher assessment.
Risk assessments are used to support children with difficulties in keeping themselves and other safe. We do this in conjunction with the Local Authority health and safety team.
We endeavour to make reasonable adjustments to meet the needs of all pupils regardless of their need and/or disability (see accessibility plan).
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.