At Cassop Primary School we aim to identify SEN as early as possible. It is important that there is early identification, assessment and provision for any child who may have SEN since the earlier action is taken, the more responsive the child is likely to be, and the more readily an intervention can be made. Identification may come as a result of the following methods of assessment:
· Prior to admission
· In the EYFS class – The details given at the time of application for a place are all checked on admission, amendments made and supplementary information noted. Cassop Primary school has adopted County Durham’s format for Development Matters in the Early Years Foundation Stage.
· On entering school- this is continued into Reception and progress against the Early Learning Goals are recorded and reported at the end of the year.
· Through their discussions, observations, assessments and data analysis the SENCOs, class teachers, key workers and support staff will identify any children who may have additional needs.
· Children with additional needs may also be identified by outside agencies and organisations.
· Parents and carers may also inform the SENCOs or teaching staff of any concerns
When a child is identified as having SEN they will be placed on the SEN register. The class teacher will ensure quality first teaching and may also provide interventions that are additional to those provided as part of the school’s usual differentiated curriculum.
The triggers for SEN support are that, despite receiving quality first teaching the child:
· continues to make little or no progress in specific areas over a long period;
· continues working below the expected standards
· continues to have difficulty in developing skills in the core curriculum
· has emotional difficulties which substantially and regularly interfere with the child’s own learning or that of the class group.
· has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;
· has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
We may refer a child to outside agencies such as Educational Psychology, occupational therapy or Speech and Language in order to gain expert advice.
Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
· Is significantly slower than that of their peers starting from the same baseline
· Fails to match or better the child’s previous rate of progress
· Fails to close the attainment gap between the child and their peers
· Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.