We will assess each pupil’s current skills and levels of attainment on entry, which will take into account information from previous settings and key stages, where appropriate. Also:
* During our visits to pre-schools we find out if a child has had any involvement with outside agencies or if the parents/carers have any concerns.
* Classroom staff keep careful track of the child and identify any barriers to learning.
* Regular and focused observations of the child will be made.
* Professional judgements will be used to identify and assess whether a child has special educational needs.
* Assessment within each lesson, termly assessments, including standardised assessment scores and national assessments such as SATs and the year 1 phonic screening will be used to inform our judgement.
* Observations of children in class, at lunchtimes, breaktimes etc.
* Regular meetings with the Head teacher and SENDCo where performance and progress of each child is tracked – both against national targets and personal targets.
To decide whether special educational provision is required, progress of the child will:
* Be significantly slower than that of their peers starting from the same baseline
* Fail to match or better the child’s previous rate of progress
* Fail to close the attainment gap between the child and their peers
* Widen the attainment gap
* Be negatively impacted due to significant social, emotional and mental health needs
* Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
If progress is not being made, then either other provisions or interventions are implemented or a referral is made to an outside agency such as an LSAT from Severndale Outreach, SALT, Educational Psychologist, Occupational Therapist, Sensory Inclusion, CAMHs. Parents can also request an assessment by visiting their GP. Teachers do not diagnose conditions.
Shropshire Community Health organise various health checks from Reception to Year 6. These include: height and weight; sight and hearing. The outcome of this is reported to parents/carers and school. Action is taken as appropriate.
What kinds of special educational needs are provided for at our school?
Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort and progress as much as achievement. Our school’s SEND policy document is available on this website, detailing our philosophy in relation to SEND.
We refer to the term “Special Educational Needs” if a child:
a. Has significantly greater difficulty in learning than the majority of children of his or her age in one or more areas of learning.
b. Has a disability which either prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools within the area of the Local Authority concerned for children of similar age.
* Extra-curricular activities and school visits are available to all our children, including Sunset and Breakfast Clubs
* All children are encouraged to go on our residential trip to Arthog
* All children are encouraged to take part in sports day/school plays/special workshops etc
* No pupil is ever excluded from taking part in these activities because of their SEN or disability
Additional and/or different provision may be made in school for children with a range of needs, including:
* Communication and Interaction – autistic spectrum condition, Asperger’s Syndrome, selective mutism, speech and language difficulties.
* Cognition and Learning – Moderate learning difficulties; Specific learning difficulties - dyslexia, dyspraxia.
* Social, Emotional and Mental Health – attention deficit hyperactivity disorder.
* Sensory, Medical and Physical – hearing impairment, sensory processing difficulties, epilepsy.
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