Bournville Village

Primary School

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SEND Identification Process and Graduated Approach

In the Government’s SEND Code of Practice (2015) there is an emphasis on ensuring children’s needs are met through a graduated approach:
Picture 1

The type of assessment, plan and the input a child receives will  depend  on their needs and what approaches have already been tried.

As an inclusive school, we endeavour to meet  most pupil’s needs through high quality classroom teaching and resources. If your child requires support beyond this, you will be included in planning and reviewing this.

The type of assessment, plan and the input a child receives will  depend  on their needs and what approaches have already been tried.

As an inclusive school, we endeavour to meet  most pupil’s needs through high quality classroom teaching and resources. If your child requires support beyond this, you will be included in planning and reviewing this.

 

Types of assessment:

Picture 1 Parent, Carer and Pupil Views
Picture 2 Staff Views and Assessments
Picture 3 SENDCo and Teacher Observations
Picture 4 CRISP
Picture 5 Specialist Assessments
Types of plan:
Picture 1 Pupil Targets
Picture 2 Pupil Profile
Picture 3 Education, Health and Care Plan
 What we do:
Picture 1 High Quality In-Class Strategies and Resources
Picture 2 A Range of Out of Class Interventions
Picture 3 Learning Support Mentors
Picture 4 In-School and External Specialist Support

Our SENDCo will meet with parents/carers to discuss specialist support services and can refer pupils, when this is required.  See the links to individual areas of need for further details.

 

How we review:

 

At each stage of assessment and support, approaches are reviewed for their appropriateness and effectiveness . A  Pupil Profile, a plan of  personalised targets and strategies,  is created for a pupil when concerns continue regarding their progress.  For more information on Pupil Profiles, please see our Parent and Pupil Partnership section.

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