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How will my child's learning needs be assessed and their progress monitored?

  • The School has a rigorous programme for assessing children's learning. Some assessment takes place at the end of specific pieces of work to inform teacher's planning of the children's next steps in learning. Also, on-going assessments take place on a daily/regular basis to ensure that the opportunities presented to children are appropriate to meet need and aid their learning and development.      
  • The same systems and procedures are in place for children with special educational needs. In some instances additional assessments may be appropriate for children with special educational needs in order to provide additional information to determine their strengths and areas for development.       The School has access to the following additional assessments if they are deemed necessary to identify learning needs: B Squared Assessments linked to P Levels.
  • The SENCO/class teacher will be happy to discuss any additional assessments used, the results achieved and the implications for future learning. However, it is felt that something more specialised is required then the relevant service could be contacted to discuss this.
  • The School sets aspirational targets for all its children including those with special educational needs.       Individual targets are shared with children so that they are aware of what they need to learn next.
  • Children with special educational needs who have individualised education plans are aware of their learning targets and are engaged in the discussions relating to how much progress they feel they have made. Parents’ contributions are welcomed.

Shawlands Primary School uses the definition of SEN and disability as set out in the SEND Code of Practice and Equality Act 2010 (See Section 1).

We recognise the importance of early identification and aim to ensure that robust measures are in place to highlight children who are falling behind or who are facing difficulties with any aspect of learning or social development at the earliest opportunity.

This process of early identification is supported by:

  • Review of skills and attainment when pupils join the school, taking into account information from any previous settings or agencies as appropriate.
  • Termly tracking of all pupils to monitor rates of progress and attainment.
  • Concerns raised directly by parents or other agencies.

As well as progress in core subject areas, progress in other areas will also be considered such as social development and communication skills.

The needs of all individuals and groups will be met by:

  • Setting suitable learning challenges within a broad and balanced curriculum, for all children.
  • Responding to pupils’ diverse learning needs.
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

In determining whether a pupil may have SEND, consideration will also be given to other factors which may be affecting pupils’ progress and achievement including:

  • Their attendance and punctuality
  • Their health and welfare
  • Having English as an Additional Language (EAL)
  • Being in receipt of Pupil Premium Grant
  • Being a Looked after Child (LAC)
  • Being a child of a serviceman/woman
  • Family circumstances
  • Economic disadvantages

Shawlands School acknowledges that consideration of these factors will be particularly important when a child is displaying challenging behaviour or becoming isolated and withdrawn. Such behaviours can often mask an unmet need and further assessments will be undertaken to determine any underlying factors affecting behaviour which may not be SEND.

Before deciding that a pupil requires additional send support the SENCO and class teacher will review current arrangements to meet the child’s needs within daily class teaching and consider any further modifications and adaptations that should be put in place to support good progress.

The school will use the graduated response as laid out in the SEND Code of Practice 0 – 25 (2014) and Equality Act 2010 as follows:

(See policy section online for image that explains this part of the process)

Using Teacher’s assessments through STAT and other appropriate assessments and discussions with parents, the SENCO and class teachers will meet termly (or half termly if deemed necessary), to discuss the provision of needs of the pupils in their class at all levels. Consideration will be given to the academic achievement of each pupil, the progress made and the mental and emotional resilience demonstrated by each pupil, including the behaviour exhibited in school and reported behaviours from home.

Where these meetings identify children making less than expected progress for their age and individual circumstances, “characterised by progress which:

  • Is significantly slower than that of their peers starting from the same baseline.
  • Fails to match or better the child’s previous rate of progress.
  • Fails to close the attainment gap between the child and their peers.
  • Widens the attainment gap.”
  • (SEND Code of Practice 0 – 25, 2014, p95)


    The SENCO and class teacher will consider Targeted Support regardless of whether they are deemed to have SEND.  (See appendix 2 in the Disability Policy) for the types of Interventions in place).