How does the school know how much progress is being made by pupils with Special Educational Needs?

The progress of all children, including those with Special Educational Needs and Disabilities (SEND), is closely monitored using the school’s assessment systems. Pupils are regularly assessed through a variety of methods, including marking and feedback, observations, questioning, and more formal approaches such as curriculum tests and standardised assessments.

In Birmingham, schools also have access to the Birmingham Language and Literacy Continuums and the Maths Continuums, which help measure progress as children make small steps over time. Furthermore, pupils with SEND are provided with personalised targets that are reviewed regularly throughout the year.

In addition to these quantitative measures, the school also uses qualitative approaches to monitor progress. These include evaluating pupils’ engagement, confidence, independence, social interaction, and overall well-being, as well as gathering feedback from teachers, support staff, parents, and the pupils themselves.

Monitoring Interventions

The impact of additional provision and interventions is monitored through various methods, including:

- Pre- and post-assessments to measure progress

- Ongoing monitoring by the SENCo

- Termly reviews for pupils receiving SEND support

- Annual reviews for pupils with an Education, Health and Care Plan (EHCP) or a SEND Support Provision Plan (SSPP)

- Pupil voice activities, where students share their views on the helpfulness of the support, enable feedback that the school can use to evaluate the effectiveness of the provision and confirm that the support is making a positive difference.

Working in Partnership with Parents and Pupils

Copies of agreed targets and actions are shared with both parents and pupils to promote a transparent and collaborative approach. Progress can also be discussed at Parents’ Evenings and at formal Review Meetings.

The progress of each child is discussed regularly in pupil progress meetings with the class teacher, and where appropriate, the SENCO.

Mrs Parveen, our SENCO, and her team operate an open-door policy and are always happy to provide further advice and support regarding a child’s progress.