How we identify, assess and review children with special educational needs

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs.

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.

This means that we will:

• Assess a child’s special educational needs
• Plan the provision to meet your child’s aspirations and agreed outcomes
• Do put the provision in place to meet those outcomes
• Review the support and progress

As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child/YP (where appropriate) views are integral to the this process.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

For more detailed information see the Local Offer

Details of Identification and Assessment of Pupils with SEN

At Byerley Park Primary School we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.  We aim to:

• Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
• Include and value the contribution of all families to our understanding of equality and diversity.
• Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
• Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
• Make inclusion a thread that runs through all of the activities of the school.

Byerley Park Primary School prides itself in being inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

• Ensure that all pupils have access to the school curriculum and all school activities.
• Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
• Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
• Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
• Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
• Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
• Promote self- worth and enthusiasm by encouraging independence at all age and ability levels.
• Give every child the entitlement to a sense of achievement.

Regularly review the policy and practice in order to achieve best practice.

For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.