How we identify, assess and plan support
Our starting point is to have a “Structured Conversation” with parents/carers once they are given a place in the school.
We do this either in the summer term before children start school and/or September, prior to their entry. We know that parents are the first educators of their child – we need their knowledge to plan effectively. If we are aware of potential or known SEND prior to the school visit, a member of the inclusion team will accompany the class teacher to gather as much information as possible to make the transition as smooth as possible.
We ask whether parents/carers have any concerns about their children – for example, if they have a disability, special need or medical need. This helps us to plan how we will support their child once he/she starts school.
If a child has attended a Nursery school or Children’s Centre we also use the information they provide to plan the best program of support.
In addition we assess all children in the first half term in our school through careful and sensitive classroom observation and an early review of progress.
We also listen to children to find out how they are settling in to school
We continue to assess and monitor all through the child’s time in school so that we can look out for any special educational needs that might arise later on.
We take great care to establish whether lack of progress is because a pupil has English as an additional language (EAL), for example by talking to the child (and parents) in her/his home language.
We also work with specialist services – for example Educational Psychologists and Speech Therapists – who provide expertise in finding out the type and range of the student’s needs, for example, in terms of language and communication needs or slow progress in acquiring reading and number skills.
This link explains how the Educational Psychologist team support our school
We follow Kensington & Chelsea’s guidance for the identification of SEND
We are committed to personalised planning and regular assessment and review to make sure that your child makes progress.
You can see more details on how we identify children with SEND in our SEN policy (click here to see current version. New version being written to take in new legislature changes)