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SEN

Assessment and Reporting to Parents

 

The staff continuously assesses the progress of each child using the school’s tracking system. These records are available at any time if parents wish to see them. On entry to the Nursery and Reception Class children will be assessed using a Base-line Assessment. National Numeracy and Literacy tests are taken in the Summer term from years 2 to 6.

 

National Curriculum Assessment takes place at the end of the Foundation Phase and Key Stage 2. This is based on teacher assessment.

All pupils who start at the school will have, within 6 weeks of starting in Reception, a statutory ‘on-entry assessment’. The Foundation Phase profile assesses children’s abilities and development in 4 areas of learning:

 

• Personal and social development

• Language, literacy and communication skills

• Mathematical development

• Physical development

 

The school uses Assessment for Learning principles and our pupils are encouraged to assess their own progress and learning, especially the older children, who are involved in setting their own targets. Parents will always be informed of their children’s progress and achievements.

 

Any parent wanting more information about any aspect of the curriculum is welcome to see the class teacher or Head Teacher.

 

A detailed report on each pupil’s progress will be sent home annually in July.

Consultative Parents Evenings provide opportunity for parents to see their child’s work and discuss progress with teachers. These are held in the Autumn and Spring Terms.

 

Additional learning needs (ALN)

 

Our school is proud to be a fully inclusive school and successfully caters for children with a wide range of individual needs. The school’s policy meets demands set in the Government’s Special Needs (SEN) Code of Practice. Children identified with ALN are given individual or small group support where appropriate. The school has an ALN co-ordinator who works with the class teachers and pre-school group to assess individual needs and plans the necessary provision. Programmes which set individual achievable targets ensure that children reach their full potential. Parents are contacted as soon as there is concern and are invited to participate in regular review meetings. If a child has particular difficulty we may seek advice from an expert outside of school.

 

In this instance, parents are informed and arrangements made for discussion between all parties. The policy is available on request at the school office.

 

Able and talented

 

Our School also caters for the more able and talented child by creating individual targets in appropriate curriculum areas and planning more challenging activities to extend individual children in order to meet their needs. Our more able and talented pupil’s progress is tracked using the school’s system.

 

Pupils with Disabilities

 

The ethos of the school is firmly based on equality. Pupils are taught that those within the school are a family and that we take care of each other, whether adult or child. They are also made aware that each of us is different and that we should respect differences in people. Whatever the need; physical, learning or emotional, it is regarded with respect and help given as and when required. We have excellent disabled facilities in the school and will strive to meet the needs of all of our pupils whatever they may be.

 

 

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