How does the school know how well my child is doing?
- As a school we track and analyse the children’s progress in learning against national expectations and age related expectations on a termly basis
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year R through to Year 6, using a variety of different methods. Please ask the school if you require any further details
- Pupil Progress Meetings are held each term between each class teacher, the Inclusion Manager and the Headteacher or Deputy Headteacher. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed
- We observe all our children closely upon their entry to Year Reception. Children with language difficulties are identified and given additional small group or individual support to develop their confidence, range of vocabulary and speaking skills
- Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth, for example the British Picture Vocabulary Test
- The Headteacher and Inclusion Manager report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENCo and attends briefing sessions. They also report back to the Governing Body.
- The Governors agree priorities for spending, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities