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 also:
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 (EHCP).
For more detailed information see the Local Offer
Details of Identification and Assessment of Pupils with SEN
Provide information on:
- Assessments that are used to identify SEN and the area/s of need
- Systems that are in place to record information/assessments
- How progress is assessed
- How you respond to parental concerns
The questions below provide some prompts to assist settings to give a full picture of their provision, approaches, curriculum and learning environment.
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.