• The progress made by all students is regularly monitored and reviewed.
  • Initially, concerns registered by teachers, parents/carers or other agencies are addressed by appropriate differentiation within the classroom and a record is kept of strategies used.
  • When a student is identified as having special educational needs, we will intervene initially to provide appropriate changes to the curriculum and or specialist intervention to narrow the gap and ensure expected progress is made. For example, we may utilise Individual Student Profiles, differentiation and intervention groups focused on developing social skills or literacy.
  • On identification, the SENDCo will work with teachers to ensure quality first teaching and training e. g. differentiation and small-group guided work.
  • The school will work with students, parents/carers and other relevant professionals to identify appropriate equipment and facilities to support students with SEN/D.