How we identify, assess and review children with special educational needs
Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
Early Identification of Need
In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:
Work in partnership with parents/carers, pupils
Consult with relevant external agencies
Use assessment tools & materials
Use observations of the pupil in the classroom setting.
Use Short Notes to track any concerns and help identify any difficulties.
Some children may join Langley Park Primary School with parents having a clear understanding of their child’s needs. In this case we work together with parents/carers, the young children/person, and any relevant education, health and social care professionals to design an individualised SEN Support Plan for that pupil. This plan will describe the child’s needs, and define the outcomes and provision needed to meet those needs. The views of both the child/young person, and the parents/carers are integral to this process and as a school we see parents as partners in their child’s educational journey.
Alternatively, school staff or the parents of a pupil may identify a concern which has not previously been identified. In this case the class teacher, alongside the SENDCo, will discuss the child’s needs at a meeting with parents/carers at the earliest opportunity. During this meeting a Short Note would be completed with agreed outcomes for the child/young person and next steps. The young person’s opinions and aspirations will be central to this process at this stage. If further support is needed, they will also then move to an individualised SEN Support Plan