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Special Educational Needs

 

Identification of need

17 Nov 2016

How do we identify if a child has Special Educational Needs and/or Disability?
 
As part of our admissions policy all children and families are visited prior to joining Keys Meadow. At this meeting children’s needs and attainment are discussed along with any other agencies the family may be working with. If children are transferring from another school we will also talk to that school to gather any relevant information and identify provision in place. Following these discussions, support may be put in place in order to ensure a smooth transition into school.
Once in school, children will be assessed initially through observations, reading tests and examples of work.  Children’s progress and attainment are monitored by class teachers and further assessments made if children are having any difficulties i.e. a change of behaviour or limited progress.
 
Limited progress is characterised by progress which:
  • is significantly slower than that of their peers starting from the same baseline.
  • fails to match or better the child’s previous rate of progress.
  • fails to close the attainment gap between the child and their peers. 
  • widens the attainment gap.
Progress in areas other than attainment is also considered e.g. where a child needs to make additional progress with social needs in order to be fully integrated into school life.
Examples of assessments include:-
  • written samples of work,
  • speech and language screeners,
  • observations,
  • reading with children,
  • physical and/or motor skills.
  • maths diagnostic testing
Any concerns raised about a child’s additional needs will always be discussed with parents and the child (as appropriate depending upon age and capability) and all are involved in the planning to meet the need. We often recommend initially that eyesight and hearing are checked to discount these aspects as possible underlying causes of learning issues.
More specialised tests are used at times to assist in the identification of any barrier to learning in order to plan targeted programmes and to use as a benchmark for measuring the impact of subsequent interventions.
Barriers to learning could include difficulties with:-
  • Memory – long term, short term or working
  • Visual and auditory processing
  • Articulation
  • Comprehension
  • Self-regulation
  • Retaining information
  • Spelling
  • Co-ordination
  • Social skills
More specialised assessments could include:-
  • Salford Sentence Reading and Comprehension Test
  • Strengths and Difficulties Questionnaire
  • British Picture Vocabulary Scale (BPVS)
  • ‘Developmental Dyspraxia’ – assessment form Madeleine Portwood book 
  • Comprehensive Testing of Phonological Processing’
  • Beery-Buktenica Developmental test of Visual-Motor Integration
  • Vernon spelling test
  • Boxall Profile
  • Diagnostic Reading Ability
  • Hodder Word and Sentence
  • Language for Thinking
  • Communication screeners
  • Maths diagnostic testing
  • Digit span
After an identified period of time the support will be reviewed and next steps planned. These next steps may include referrals to outside specialist agencies.
 
If parents are concerned at any time about their child’s progress or attainment, they should speak to their child’s class teacher or Inclusion Lead. 
 
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