SEND Progress & Assessment

 

Early Years Progress & Assessment

All staff in the Early Years, together with the SENCo, monitor and review the progress of the needs of different children within Nursery/Reception on a termly basis. Staff use observations, evidence in books and developmental tracking grids to monitor progress and achievement. Children causing concern may be monitored more regularly and referred to relevant agencies, where appropriate. Progress action documents and provision maps are created for children who need extra support to show targets, interventions and progress over time. These are monitored and reviewed by the SENCo on a regular basis. At the end of Nursery and Reception, staff pass on relevant information, progress action documents and provision maps to the new class teacher.

 

Key Stage 1 and 2 Progress & Assessment

All teaching staff in the school, together with the SENCo, monitor and review the progress of the needs of different children within their class on a termly basis. Children causing concern are monitored more regularly and referred to relevant agencies where appropriate. Progress action documents and provision maps are created for children to show targets, interventions and progress over time. These are monitored and reviewed by the SENCo on a regular basis. At the end of the academic year, class teachers pass on relevant information, progress action documents and provision maps to the new class teacher.

We have excellent assessment processes for specific SEN needs at Grange Park:

 

• We undertake our own assessments, in some areas, to identify specific problems and then put in place provision to ensure the children make progress.

• We undertake our own phonic and reading assessments and monitor progress and achievement.  Provision is put in place based on the assessments to ensure children make progress. If necessary we may make a referral to our Learning Support Advisory Teacher.

• We undertake initial speech and language assessments and provision is put in place based on the assessments. If necessary, we may make a referral to the Children's Speech and Language Therapy Service.
We also liaise closely with opticians and specialists at the hospital regarding Meares-Irlen needs. If a child is struggling with reading, we assess whether using a coloured overlay will help them. We also request parents take the child for an eye test to rule out the need for glasses. Some children may need coloured lenses.