Identification and Assessment of Need

Identification and Assessment of Need 

 

Provision that should be ordinarily available in mainstream settings to meet the needs of pupils with SEND 

This section summarises what can be reasonably expected of schools, early years education settings, colleges and sixth forms as they make provision for children and young people  with SEND from within ordinarily available provision. 

Assessment:

  • Formative assessment and feedback are a feature of lessons and evident in marking and assessment policy
  • Arrangements are in place to manage reasonable access arrangements for tests, national tests and public examinations
  • A regular cycle of Assess, Plan, Do and Review is used to ensure that pupils with SEND are making progress

Training and Learning Strategies:

  • High quality and differentiated teaching is in place and has been observed and supported by the SENCO and school leaders
  • The additional needs of pupils is understood and responded to, and planning incorporates more detailed specialist advice
  • Differentiation ensures inclusion and access to the curriculum and a suitable mix of challenge and success across for pupils
  • Pupils have the opportunity to work in different ways, e.g.: independently, in a variety of small groups and steps to success or similar is used to promote independence, scaffold and support pupils

Working with Parent/Carers:

  • The setting works in partnership with parents/carers to ensure they are supported and involved in discussions and decisions related to their child

Environment:

  • The physical environment is adapted to meet the needs of pupils
  • Staff understand  sensory needs and issues that may impact pupils

Resources:

  • Resources are allocated appropriately to ensure that reasonable adjustments are made flexibly and according to need
  • Specific resources and strategies are provided to support pupils with overcoming potential barriers to learning

Pastoral:

  • The setting recognises, and responds to, the need for pastoral support for pupils with SEND, taking into consideration individual needs and other relevant contextual circumstances
  • Pupils feel safe and valued and are able to share their opinions and concerns

Staff Skills and Training:

  • Teachers and professionals have access to appropriate training opportunities to support children and young people  with SEN or disabilities.
  • There are effective links and collaboration with outside agencies and specialists

Transitions:

  • Support is in place for routine transitions when required
  • Procedures are in place to ensure smooth progression through settings, particularly during all transition phases

Preparing for Adulthood:

All those who work with children and young people  with SEN or disabilities should support them to prepare for adult life from their earliest years so they achieve the best outcomes in:

  • Employment
  • Independent living
  • Health
  • Community participation

Careers Advice is appropriate to their needs and provides targeted support where necessary.