SEND needs and the identification of SEND
Children and young people’s SEND are generally thought of in the following four broad areas of need and support:
- Communication and Interaction: speech, language and communication needs, Autistic Spectrum Disorder.
- Cognition and Learning: learning difficulties, specific learning difficulties (e.g. dyslexia, dyspraxia, dyscalculia)
- Social, Emotional and Mental Health difficulties: Behaviour reflecting underlying mental health difficulties (e.g. anxiety, depression), Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD), attachment disorder
- Sensory and/or physical: hearing or visual Impairment, physical disability, multi-sensory impairment
Identification of SEND
On entry to our school we conduct a baseline assessment to assess each pupil’s current skills and levels of attainment. Where children have transferred to our school, we use their information provided from previous setting and key stages together with our baseline to monitor an individual’s progress and attainment.
Our school tracks pupils’ progress through termly assessments and progress meetings.
If parents/carers have concerns regarding their child’s progress or behaviour they can request an appointment with the class teacher to discuss their concerns.
If a teacher has concerns about a child’s progress or behaviour they will invite parents in to discuss these concerns.
If further advice is required class teachers will refer to the SENDCo. If specialist advice is required parental consent will be requested.