SEND Report - Autumn 2016
We refer to the term “Special Educational Needs” if a child:
a. Has significantly greater difficulty in learning than the majority of children of his or her age in one or more areas of learning. Academic criteria are adhered to when making a decision. The threshold for each year group varies.
b. Has a disability which either prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools within the area of the Local Authority concerned for children of similar age.
The difficulty or disability may relate to:
- communication and interaction
- cognition and learning
- behavioural emotional and social development
- sensory or physical conditions.
Special Educational Provision is that which is additional to or different from that which is made generally for most children in school.
Assessment is an ongoing core process throughout the school. It is a check that each child is making adequate progress against the national expectations set for each year group from Nursery through to Year 4.
If a child is not making the expected progress, then we identify a need and determine the reasons why.
Adequate progress is defined as that which:
- closes the attainment gap between the child and children of a similar age
- prevents the attainment gap growing wider
- is similar to that of peers starting from the same attainment baseline, but less than the majority of their peers
- matches or is better than the previous rate of progress
- ensures that a child has full access to the curriculum in line with their peers
- demonstrates an improvement in self-help, social or personal skills
- demonstrates improvement in a child’s behaviour allowing them to be receptive to learning.
Click here to download the SEND report to find out more about how we assess the children to provide them with the correct provision.