Identification, Assessment, Planning and Review Arrangements:
Newburn Manor follows the graduated approach of assess, plan, do and review as outlined in the Code of Practice (2014). This approach is embedded in whole school practice for all pupils and every teacher is responsible for ‘adapting teaching to respond to the strengths and needs of all pupils’. (Teachers’ Standards 2012)
School assessment data, teacher judgments and, where appropriate, assessments from outside agencies are used to identify pupils who require additional and different provision. A provision map outlines support for all pupils across the school, including support for pupils at SEN support and it is updated each half term.
There are 4 broad areas of need:
Communication and interaction
Cognition and learning
Social, emotional and mental health difficulties
Sensory and/or physical needs
The following are not SEN but may impact on progress and attainment:
SEN support – four part cycle
The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils in school. Termly pupil progress meetings support the early identification of pupils who may have SEN. Where concerns are identified an initial concerns checklist is completed and discussed with the SENCO.
The class teacher, working with the SENCO, will carry out a clear analysis of a pupil’s needs. This assessment will be reviewed regularly. Where appropriate, professionals will help to inform the assessment. Parents will be asked to contribute to the assessment. If it is thought that a pupil may have SEN, concerns will be raised by the class teacher. The class teacher will be asked to complete an ‘Initial Checklist’ and hand this to the SENC0. This form will be shared with parents and carers during a face-to-face discussion when deciding on a course of action for a pupil.
Parents will be formally notified of their child’s targets and provision through their Individual Provision Sheet on a termly basis or more frequently if deemed appropriate. Adjustments, interventions, support and review date will be agreed with staff, parents and pupil (where appropriate). This will be recorded on the Individual Provision Sheet and will be held securely on the school information system. Where a pupil may be new to the SEN register, their targets and Individual Provision Sheet will be carefully explained and agreed with staff and parents and carers.
The class teacher will remain responsible for working with the pupil on a daily basis and retain responsibility for their progress and outcomes. The class teacher will plan and assess the impact of support and interventions with any teaching assistants or specialist staff involved. The SENCO will support the above.
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed on the agreed date. Reviews will be held with parents at least three times per year. The class teacher, working with the SENCO, will revise the support in light of the pupil’s progress. If a pupil does not make expected progress over a sustained period of time, school will seek specialist expertise. This will inform future provision.
School liaises with the following services to support pupils;
Educational Psychology Service
Speech and Language Therapy
School Effectiveness SEN team
SEN Teaching and Support Service (SENTASS)
Specific Language Impairment Team (SLI)
Looked After Children Team. (LAC)
Where, despite having taken relevant and purposeful action to identify, assess and meet the SEN of a pupil, the pupil has not made expected progress, then school or parents will consider requesting an Education, Health and Care assessment. School will provide the local authority with evidence of the action taken as part of SEN support.
Further details on provision for pupils with SEN can be found in the
Parent/Carers SEN Information Report
SEN Information Report
This guide, and the Annual SEN Report, can be found on the school website. These outline the provision normally available for pupils with SEN as well as provision within the four broad areas of need – communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical. The Annual SEN Report includes an evaluation of the impact of the above provision on outcomes for pupils with SEN.
(Link to follow)