Identification

Early identification of Special Educational Needs is important in ensuring that children have access to the relevant support as soon as possible. However, it may be the case that a child is not identified as having additional needs until later as learning behaviours change and develop over time.

If we are concerned about your child this can lead to further investigation into potential additional needs including attainment significantly below age-related expectations, lack of progress over time, difficulties accessing the curriculum within the classroom or changes in behaviour.

We strongly believe in the partnership between school and parents and therefore, if parents have concerns about their child, they should raise these with the class teacher. Children identified as having Special Educational Needs will be recorded on a Register in order to monitor progress and support given.

Each child will have a Personalised Learning Plan (PLP) which is written by the class teacher and shared by the teacher to parents. This plan will set out up to 3 targets for each child to work towards, how this will be achieved and what the outcomes will look like for that child. Once these targets have been achieved, they will be reviewed and new targets will be set.

The Special Needs Co-ordinator (SENDCo)/ Inclusion Leader will oversee the support and provision for the children but the class teacher is accountable for meeting the needs of all children in the class. The PLP is formally shared with parents every term. However, the targets will be reviewed regularly by class staff and updated as necessary.