Schools should assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate. At the same time, schools should consider evidence that a pupil may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made for them.

Class and subject teachers, supported by the senior leadership team, will make regular assessments of progress for all pupils. These will seek to identify pupils making less that expected progress given their age and individual circumstances. This can be characterised by progress which:

• Is significantly slower than that of their peers
• Fails to match or better the child’s previous rate of progress
• Fails to close the gap of attainment between the child and their peers
• Widens the attainment gap

It can include progress in areas other than attainment, for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life. The first response to such progress should be high quality teaching targeted at their area of weakness. Where progress continues to be less than expected the class or subject teacher, working with the SENCO, shoild assess whether the child has SEN. While gathering evidence, schools should not delay in put in place extra teaching or rigorous interventions designed to secure better progress, where required.

The role of the SENCO

Mainstream schools will have a qualified teacher designated as SENCO for the school. The role of the SENCO involves:

• Ensuring all practitioners in the school understand their responsibilities to children with SEN and the school’s approach to identify and meeting SEN
• Advising and supporting colleagues
• Ensuring parents are closely involved throughout and that their insights inform action taken by the school, and
• Liaising with professionals or agencies beyond the school

Involving specialists

Where a pupil is making less than expected progress, despite evidence- based support and interventions that are matched to the pupils area of need, the school should consider involving specialists. The parents should always be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed should be recorded and shared with the parents and teaching staff supporting the child. Where an assessment indicates that support from specialist services is required, this should be put in place as soon as possible.

Requesting an Education, Health and Care needs assessment

Where, despite the school having taken action to identify, assess and meet the SEN of the child or young person, the child or young person has not made expected progress, the school should consider requesting Education, Health and Care needs assessment. See Education Health and Care Plans for further information.

Last updated: 12 June 2020