How do the school know how much progress is being made by pupils with Special Educational Needs and Disabilities?
|How do the school know how much progress is being made by pupils with Special Educational Needs?|
|All children’s progress, including those children or young people with special educational needs, is tracked using the school’s assessment tracking system. Pupils are assessed regularly using marking and feedback, observations and questioning as well as more formal assessments such as curriculum and standardised tests. In Birmingham we also have access to the Birmingham Language and Literacy and Maths Continuums which support assessment when a child or young person is making small steps of progress. In addition, we also set individualised targets that are formally reviewed throughout the year. This helps the school to monitor how well interventions are working. Copies of the IEPs and continuums will be shared with parents and the child to ensure a transparent and collaborative partnership. There will also be opportunities to discuss children’s progress at Parents and Review Meetings. The progress each child is making is discussed at pupil progress meetings with the class teacher, head teacher or deputy head teacher and other senior staff.|