Early Years Assessment and Progress
All staff in the Early Years (Reception) monitor and review the progress of the needs of all children together on an ongoing basis. Staff use observations, evidence in learning journals and developmental tracking grids to monitor progress and achievement. Progress is monitored at half termly intervals and any children whose progress is causing concern are discussed with the Special Educational Needs Co-Ordinator (SENDCo). This may lead to them being monitored more regularly or referred to relevant agencies where appropriate.
Individual Education Plans (IEP’s) and provision maps are created for children who need extra support to show appropriately challenging but achievable targets, support and interventions, as well as ongoing provision and progress over time. These are monitored and reviewed by the SENDCo alongside parents and staff on a regular basis. At the end of Reception staff pass on relevant information and IEP’s and provision maps to the new class teacher.
Key Stage 1 and 2 Assessment and Progress
All teaching staff in the school monitor and review the progress of the needs of different children within their class together as an ongoing process. Progress is formally monitored at least termly and any children causing concern are discussed with the SENDCo. They are monitored more regularly and may be referred to relevant agencies where appropriate.
Individual Education Plans (IEP’s) and provision maps are created for children to show appropriately challenging but achievable targets, support and interventions, as well as ongoing provision and progress over time. These are monitored and reviewed by the SENDCo, children, parents and staff on a regular basis. At the end of the academic year, class teachers pass on relevant information, IEP’s and provision maps to the new class teacher.
We have excellent assessment processes for specific SEND needs at Birchwood Primary:
Several of our staff have undertaken additional training in different areas of SEND to support our assessment and identification processes.
- We undertake our own assessments, in some areas, to identify specific problems and then put in place provision to ensure the children make progress.
- We undertake our own phonic and reading assessments and monitor progress and achievement. Provision is put in place based on the assessments to ensure children make progress. If necessary we may make a referral to our Specialist Teaching Service for further advice and support.
- We undertake initial speech and language assessments and provision is put in place based on the assessments, if necessary we may make a referral to the Children's Speech and Language Therapy Service.
- We undertake initial assessments of children’s gross and fine motor skills and put in place programmes provided by the Occupational Therapy and Physiotherapy team on which several of our staff have received training to support the delivery of. If necessary children can then be referred to the appropriate service for further advice and support.
- We also liaise closely with opticians and specialists at the hospital regarding Meares-Irlen needs. If a child is struggling with reading, one of our assessments is to look at whether using a coloured overlay will help with reading. We also request parents take the child for an eye test to rule out the need for glasses. Some children may need coloured lenses.