Progress & Assessment

 
Good progress for pupils with special educational needs is the same as good progress for all pupils- we assess all children’s progress and attainment on a regular basis.
 
Early Years Progress & Assessment

All staff in the Early yearsmonitor and review the progress of the needs of different children within Nursery/ class together with the SENCo on a termly basis. Staff use observations, evidence in books and developmental tracking grids to monitor progress and achievment. Children causing concern may be monitored more regularly and referred to relevant agencies where appropriate. Progress action documents and provision maps are created for children who need extra support to show targets , interventions and progress over time. These are monitored and reviewed by the SENCo and shadow SENCo on a regular basis. At the end of Nursery or the Reception class staff pass on relevant information and Progress action documents and provision maps to the new class teacher.
 
Key Stage 1 and 2 Progress & Assessment

All teaching staff in the school monitor and review the progress of the needs of different children within their class together with the SENCo on a termly basis. Children causing concern are monitored more regularly and referred to relevant agencies where appropriate. Progress action documents and provision maps are created for children to show targets , interventions and progress over time. These are monitored and reviewed by the SENCo and shadow SENCo on a regular basis. At the end of the academic year class teachers pass on relevant information and Progress action documents and provision maps to the new class teacher.

We have excellent specific SEN assessment processes at Grange Park :

  • We undertake our own assessments, in some areas, to identify specific problems and then put in place provision to ensure the children make progress.
  • We undertake our own Phonic and reading assessments and monitor progress and achievement. Provision is put in place based on the assessments to ensure children make progress. If necessary we may make a referral to our Learning support advisory teacher.
  • We undertake initial Speech and language assessments and provision is put in place based on the assessments , if necessary we may make a referral to Speech and Language.

We also liaise closely with Opticians and specialists at the hospital regarding Merles Irlen needs. If a child is struggling with reading one of our assessments is too look at whether using a coloured overlay will help with reading. We also request parents take the child for an eye test to rule out the need for glasses. Some children may need coloured lenses.