Congratulations to our fantastic Readers of the Week: Esme RHK, Isla-Bleu RJC, Amiyah 1KG, Emilia H 1NH, Alanya 2JH, Ethan 2NT, Hugo 3CC, Jakub B 3LH, Marcus 4HA, Brooke 4HB, Sam 5AC, Izzy 5SG, Maisie 6BF, Nikola 6ST.
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Identifying and assessing pupils with SEND / Teaching approaches and interventions

Identifying and assessing pupils with SEND

Our aim is to identify SEND as early as possible so the necessary provision can be made for the individual pupil with maximum impact. Children with special educational needs are identified in several ways. These include: 

 

Pre-school records:

 

Some children will have already been identified as needing extra help in their nursery setting.  In these cases transition meetings will take place between the nursery, parents and St Gabriel’s to ensure the child’s needs are met.

 

Parental concern:

 

If, as a parent, you have concerns about any aspect of your child’s development, you can contact the child’s teacher to arrange a meeting to discuss these concerns. 

 

Teacher assessments and professional judgements:

 

Teachers continually assess and monitor the children’s progress. If they have any concerns about a child’s development they must share these concerns with the parents. A meeting will take place to plan provision for the child. 

 

SENDCo assessments:

 

 If teachers have specific concerns about a child, we have numerous assessment procedures at St Gabriel’s that enable us to track and monitor individual progress. These are as follows and would be carried out by the SENDCo: · PHaB (phonic assessment)  · YARC (Reading assessment)  · Vernon (Spelling assessment)  · Sandwell Numeracy Assessment  · BPVS- receptive language · Memory assessments  .

These will give an indication that the child may have a specific difficulty in a particular area of learning. 

 

In every year group, children are formally assessed and their results recorded.

 

Teaching approach

All children at St Gabriel’s school will receive quality, differentiated learning opportunities which will ensure all learning needs are met. Teachers use differentiation during each lesson to match the levels of individual pupils. There may have extra adults in class during to support them. All classrooms have a visual timetables displayed to help with transition between lessons. Teachers know how to adapt and adjust their lessons to meet the needs of these learners. Support passports and plans are used to highlight specific needs and learning styles so teachers can make the necessary adjustments.

 

Area

Strategies

Supportive curriculum

Visual timetables, pre-teaching of strategies concepts and vocab, use of ICT.

 

English

Differentiated curriculum, Nessy, Precision

Teaching, Better Reading, Inference reading, Talking Partners, Paired reading.

 

Maths

Differentiated curriculum, visual and practical resources.

 

Speech, Language &

Communication

 

Talking Partners, Language Development programs set by SALT, visual aids.

 

Physical

 

SEND Target Groups in Fit4School programmes.

Further differentiation of physical activities (fine and gross motor).

 

Social, Emotional and Mental

Health

 

Playground Leaders, Reward Systems, Family Support sessions.