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How do we identify if a child needs extra help or has Special Educational Needs?

We continually monitor the progress of our pupils and follow our Graduated Approach to Assess, Plan, Do and Review, this is a cyclical process and the first step are explained below.  If you have concerns then please make an appointment to discuss this with your child’s class teacher.


There are various ways that we assess children to decide whether they need to go on to the SEN register. These include:

  • Teacher assessments
  • Teacher’s knowledge of the child
  • Pupil progress meetings – this is a termly meeting between the class teacher and senior teachers. During these meetings both the progress and attainment is carefully monitored
  • Parents views of the child’s development recently and over time
  • The views of the pupil
  • Advice and recommendations made from outside agencies
  • Standardised assessments and classroom observations of the child 

The above information will be discussed by the SENCo, class teacher, parent, child and support staff. 

If this process identifies a concern and additional need and we all consider that it was appropriate, we would add your child on to our Special Needs Register.



All children will benefit from and have access to Quality First Teaching, where work will be differentiated appropriately to meet the individual needs of the children. Reasonable adjustments will be made and additional resources that are required will be made available.

Once an additional need has been identified a plan, called a provision map will be written by the class teacher in consultation with the child and parent. Additional advice might also be sort from the SENCO. The provision map will identify reasonable adjustments that are required and anything that is different or additional that needs to be put in place in order to meet the child’s individual needs.



Once the plan is in place the reasonable adjustments and the additional and different provision will begin.

Teachers will continually be reflecting on their lessons and the child’s outcomes so that gaps in learning and misconceptions can be identified and addressed.

The class teacher remains responsible for any additional provision that is in place for the child, even if the child is completing an intervention outside of the classroom.



Each term the provision map will be formally reviewed – October, February and May. This will be completed by looking at impact of the interventions. You will be invited into school to discuss this. Decisions will be made as to whether the additional and different provision should continue or change in any way. Pupil progress meetings which take place with the class teacher and member of the leadership team will assist with this process. If progress has not been made then the SENCo may give further advice or consider seeking support from outside agencies such as Speech and Language Therapist (SALT), Occupational Therapist (OT), Educational Psychologist (EP), County Inclusive Support Service (CISS), School Nurse, Primary Mental Health Worker (PMHW) etc.