Assessment, Planning and Review
On-going monitoring takes place by students’ teachers to identify students who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.After discussions with key staff and parents, additional support will be put into place to provide enhanced resources and/or targeted small group and/or individual support to help overcome any difficulties. The views of the student about their support will be given consideration at this stage.This additional support is documented in an Individual Education Plan or IEP or Behaviour Support Plan. In consultation with the SENCO and parents, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support plans. Actions agreed take into account each student’s strengths as well as their difficulties.The Senior Leader in charge of data, monitoring progress and achievement, will collect data half-termly and this will be used to identify concerns about progress.In some cases Teaching Assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.
Formal review meetings are held as required. Parents, relevant external agencies and students are invited to these reviews and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.
If your child is continuing to have significant difficulties, further external expertise may be requested.