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How does our school know/identify that children have special educational needs (SEN)?

We use previous school history together with our own initial assessments upon entry including the New Group Reading Test reading (NGRT) test and Cognitive Ability Tests (CAT). 

We review student progress termly and those students who are identified as making less than expected progress given their age and individual circumstances are identified by their class teachers.  This may be characterised by progress which is significantly slower than that of their peers starting from the same baseline; fails to match or better the child’s previous rate of progress or fails to close the attainment gap between them and their peers.

It is the responsibility of class teachers to identify specific areas for focus and plan appropriate interventions accordingly (please refer to our Teaching and Learning Policy).  If a student continues to make less than expected progress over the next assessment cycle, additional support and intervention is available from the heads of department and/or the Senco.