The needs of most pupils are met through ‘Quality first Teaching,’ this is the high-quality everyday personalised teaching, based on clear objectives that builds on previous learning and enables all learners to make good progress.

Identification of SEND is made when a pupil is not making the expected progress.

Class teachers make regular assessments of progress for all pupils and identify those whose progress:

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the pupil’s previous rate of progress
• Fails to close the attainment gap between the pupil and their peers
• Widens the attainment gap

This may include progress in areas other than attainment, for example, social, emotional & mental health.

Information from previous settings and outside agencies are used where appropriate. 

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed.