SEND Progress & Assessment
Early Years Progress & Assessment
All staff in the Early Years (Reception) monitor and review the progress of the needs of all children together on an ongoing basis. Staff use observations, evidence in learning journals and developmental tracking grids to monitor progress and achievement. Progress is monitored at half termly intervals and any children whose progress is causing concern are discussed with the SENDCo. This may lead to them being monitored more regularly or referred to relevant agencies where appropriate.
Individual Education Plans (IEP’s) 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 SENDCo, alongside parents and staff, on a regular basis.
At the end of Reception, staff pass on relevant information and IEP’s and provision maps to the new class teacher.
Key Stage 1 and 2 Progress & Assessment
All teaching staff in the school monitor and review the progress of the needs of different children within their class together as an ongoing process. Progress is formally monitored half termly and any children causing concern are discussed with the SENDCo. They are monitored more regularly and may be referred to relevant agencies where appropriate.
Individual Education Plans (IEP’s) and provision maps are created for children to show targets, interventions and progress over time. These are monitored and reviewed by the SENDCo, parents and staff on a regular basis.
At the end of the academic year, class teachers pass on relevant information, IEP’s and provision maps to the new class teacher.
We have excellent assessment processes for specific SEN needs at Birchwood Primary:
Several of our staff have undertaken additional training in different areas of SEN to support our assessment and identification processes.
• 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 Specialist Teaching
Service for further advice and support.
• 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 undertake initial assessments of children’s gross and fine motor skills and put in
place programmes provided by the Occupational Therapy and Physiotherapy team on
which several of our staff have received training to support the delivery of. If
necessary children can then be referred to the appropriate service for further advice
• We also liaise closely with opticians and specialists at the hospital regarding Meares-
Irlen needs. If a child is struggling with reading, one of our assessments is to look at
whether using a coloured overlay will help with reading. We also request parents take
the child for an eye test to rule out the need for glasses. Some children may need