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On entry and throughout the academic year we assess all the children using a variety of different forms of assessments. This enables us to identify children who are working behind academically or children who are functioning at a lower than expected emotional/behavioural level. It also enables us to indentify children who are working at a higher level than theirr peers. We also identify children as early as possible if they show signs of fine and gross motor delay or delayed speech and language skills.

If the child already has an identified special educational need, this information may be transferred from the Early Years setting and the SENCO and class teacher will use this information to:

• Provide starting points for the development of an appropriate curriculum.

• Identify and focus attention on action to support the child within the class.

• Use the assessment processes to identify any learning difficulties.

The identification and assessment of the special educational needs of children whose first language is not English requires particular care. Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs.

If you are worried that your child might have special needs you could, in the first instance discuss this with their class teacher. The teacher will be able to discuss this with you further and if appropriate will discuss further with the SENCO.

Alternatively any parents are welcome to make an appointment to meet with the SENCO (Mr Foster) by contacting the school’s reception.

Every pupil pupils is assessed and monitored by the class teacher through information from:

  • Foundation Assessment ( Nursery and Reception)
  • Phonic  Screening ( Year 1)
  • SATs/Optional Tests (Non-Statutory Year 2 & 6)
  • Termly assessment in Autumn Term, Spring Term and Summer Term
  • Ongoing Teacher Assessment through work in class
  • Classroom observations
  • Standardised termly tests
  • Termly Pupil progress meetings

In addition, additional assessments can be carried out by the SENCO or under the directions of the SENCO which might include all or some of the following depending on the area of Special Educational Need including:

  • Individual Reading Assessment (MIRA/SSRT)
  • Individual Spelling Assessment (SWST)
  • Individual Maths Assessment (Sandwell)
  • Dyslexia Screening Tests
  • Motor skills Assessment
  • Information from Outside Agencies
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