4.How does the Academy assess children and young people with SEND?

 

Pupils are identified as being in need of extra provision in a variety of ways.

SEND transition forms are completed for all students on the SEND register.  All relevant documentation is collated by the Academy and discussed with the Inclusion Team and class teacher.  There are formal transition meetings with parents/carers and the feeder school primary SENDCOs.  The Inclusion Team within the Academy is invited to Y2/Y1 Annual Reviews and other relevant reviews. The Academy makes numerous visits to feeder schools prior to transition and offer enhanced transition packages as appropriate.

Key Stage 1 information regarding SAT levels is collated and distributed to teaching staff. All pupils on entry to Y3 will have standardised assessment in single word reading, reading comprehension, spelling, handwriting and Numeracy. Some pupils may require further assessment to support progress. Support for developing literacy and numeracy is then determined.

Staff who have concerns regarding a student may pass concerns on to the Inclusion Manger/SENDCO. 

Parental requests can be made at any time by phone, e mail or letter to the SENDCO.

 

Context 

Proportion of pupils with SEND support  -  16.3% (national average - 12.5%)

Proportion of pupils with an SEN statement or EHC plan - 1.8% (national average - 1.4%)

Information correct as of 05.09.2019