How does CBINS identify pupils with SEND and how are they assessed?

Identification

We follow a graduated approach to every child’s learning, following the Assess – Plan – Do – Review model to ensure that we are meeting the needs of every child. 

On-going monitoring and assessment of each individual child’s progress is extremely important. Regular observations, assessment and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.

At any time, teachers can put in an Inclusion referral, if they have a concern about a child following intervention support being put in place by themselves at a targeted level. The Inclusion team meet on a bi-weekly basis, and will review Inclusion referrals and agree observations, assessments or interventions to be put in place.  If there are still concerns following school’s observations, assessment data and interventions being in place for an agreed period, then a discussion between the class teacher, SENCO and parent, can take place. The child may be recorded as needing a differentiated curriculum within the class or additional support. Children will also be assessed using the PPPIC (Play, Physical Development, PSED, Indepdence and Communication) or Reading, Writing and Maths SENDToolkits and progress will be monitored.

With the written agreement of parents, a child may be placed on the SEND Register, and may require SEND Support Targets which has very specific short-term targets which are identified to support the child’s progress.  In these cases, parents will be invited in to school to discuss the targets with and class teacher. These targets are then reviewed termly and shared with parents.

For further information, please see the school’s SEND Policy.

Assessment

At Castle Bromwich Infants, we understand that all pupils make progress at their own pace, and that progress can be measured in many different ways. This is particularly true for pupils with SEND.

At CBINS, for assessment for pupils off track, we use two forms of assessment, based on the level a child is working at. For children are working at an exploration stage of learning, we use a PPPIC (Play, Physical Development, PSED, Indepdence and Communication) Assessment tool. For those working at a more formal level of learning we use our Reading, Writing and Maths toolkits which supports students and teachers by breaking down Pre-Key Stage standards into small steps. Supporting children in making progress at their own pace.

Pupils on the SEND register have termly ‘SEND Support Plans’ with targets, which are assessed in collaboration with the class teacher, parents, other staff members and the pupils themselves. Targets are intended to be achievable over the term, and new targets are agreed upon by pupils, parents and teachers. These targets may be based on curriculum subjects, physical needs or social and emotional areas of difficulty.

Pupils with an EHC Plan have outcomes to work towards annually, which are assessed collaboratively as part of the annual review process. Children who are below 6 years old have their EHC Plan assessed twice a year.