All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.
The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that includes:
- Classroom observation by the senior leadership team, the Inclusion Manager, external verifiers,
- Half termly assessment of progress made by pupils with SEND in line with the schools monitoring calendar,
- Work sampling and scrutiny of planning to ensure effective matching of work to pupil need,
- Teacher meetings with the Inclusion Manager to provide advice and guidance on meeting the needs of pupils with SEND,
- Pupil and parent feedback on the quality and effectiveness of interventions provided.
- Attendance and behaviour records.
All pupils have individual national curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the reporting system and also at events such as Parents’ Evenings.
Pupils’ attainments are tracked using the whole school tracking system and those failing to make expected levels of progress are identified very quickly. These pupils are then discussed in termly progress meetings that are undertaken between the class/subject teacher and a member of the Senior Leadership team and if appropriate, the pupil themselves.
Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments. Action relating to SEN support will follow an assess, plan, do and review model.