SEN - Identifying and Assessing Needs
SEN provision is additional to and different to what is provided as part of Wood Farm’s inclusive, personalised and differentiated curriculum. This provision is recorded on an individual SEN Support Profile for each child with special educational needs. Children’s needs fall into four broad categories, though children may have needs in two or more areas. These categories are:
When a child is identified as needing SEN support, Wood Farm School employs a graduated approach of Assess-Plan-Do-Review adopting the recommended model for special needs set out in the Code of Practice (DfE 2014). The local authority SEN guidance is used as a guide for the identification, assessment and provision for SEN, and the forms provided are used for record-keeping. A register of pupils with SEN is kept as a legal requirement.
Identifying an SEN may be due to parental concern, low entry profile, lack of progress despite receiving a differentiated curriculum, low achievement, requiring greater attention in class due to behavioural or learning difficulties, or requiring specialist material or equipment or support for sensory/physical problems.
Children’s progress is assessed regularly by staff as part of the school tracking process. If progress is slow, speaking with parents and ensuring high quality targeted teaching is in place is the first step, accompanied by in-class interventions. If, after monitoring, there is still a concern the SENCo will work with the class teacher and phase leader to decide whether the child requires specialist provision using the Oxfordshire County Council Guidance. If specialist advice or support is deemed necessary, this will be organised by the SENCo.
In partnership with parents and carers and the child, our teachers will create a WFS Support Profile, identifying desired outcomes and actions. These actions may include different teaching approaches, appropriate equipment, strategies within class and at home, as well as interventions to support the child’s progress.
Outcomes and actions are reviewed regularly and meetings will be held three times a year (in September, January and April) with children, their parents or carers and class teachers.
If a child’s needs are not being met by additional, high quality special educational needs provision and the child has continued not to make expected progress, in conversation with specialists as well as parents, the school may consider requesting an Education, Health and Care assessment.
Our school uses Oxfordshire County Council’s guidance “Identifying and supporting Special Educational Needs in Oxfordshire schools and settings”.
The guidance sets out:
- How we identify if a child or young person has a special educational need.
- How we assess children and plan for their special educational needs, and how we adapt our teaching.
- Ways in which we can adapt our school environment to meet each child’s needs.
- How we review progress and agree outcomes and involve you and your child in this.