Class and subject teachers for all pupils carryout regular assessments of progress.
If a child shows slower progress than expected then:
This evaluation may include:
The first assessment should involve a discussion with parents/carers and the child/young person. A brief summary of the meeting should be provided.
In some cases, parents/carers may be the first to notice signs of SEND in the child or young person. This may not always be about their academic performance. For example, there may be concerns about a child/young person's:
If there are any worries, parent/carers should arrange a meeting to talk about these. This meeting should be with the child/young person's:
The school may decide that the school's existing pastoral support provision can help. They could also make adjustments to regular classroom teaching. This is without requiring specific SEND Support. In such cases, a clear date should be set for reviewing your child/young person's progress. This is known as the Assess, Plan, Do Review cycle. It follows a graduated approach. This is where:
This is within a given timescale and involves staff, parents and the child/young person.
The school may recommend referring the child/young person to an appropriate agency or health service. This is only where necessary. This is for further assessment. Parent/carers must give their consent for this.
The school should take action to:
This is known as as SEND Support. School must tell parent/carers if their child/young person is getting this support. They must tell them if they are placed on the SEND register.