We regularly assess the progress of every child at the school. When teachers are concerned about the progress and attainment of a child they will follow the SEND policy with support of the SENDCO. Parents will be informed of any concerns and will work in partnership with the school in the best interests of the child.
We are able to implement a range of interventions that support specific targets for learning. These are focused in the core areas of learning as well as mental health and wellbeing.
Since national school closures in March 2020 due to the COVID-19 pandemic children have missed a substantial amount of classroom teaching and learning. Many children require catch-up support in order to secure missed or lost learning. These are likely to be small group or 1:1 sessions that focus on specific areas of the English or Maths curriculum.
All interventions follow the Assess, Plan, Do, Review cycle to ensure that additional support is targeted, measured and impactful.
- Assess- needs of a child are assessed and targets identified.
- Plan- targeted additional support is planned for a specific timeframe.
- Do- an appropriate intervention is implemented to achieve identified target/s.
- Review- an assessment of the impact of the intervention or additional support is made by measuring pupil progress and targets.
Next steps for support may be discussed at this stage to determine whether further support is required.
We encourage a collaborative and supportive relationship with parents and carers at all stages of identifying and supporting special educational needs. Parents and carers should raise any concerns they have with their class teacher in the first instance. Meetings with the SENDCO can be arranged to discuss any part of this process.