Monitoring progress for a child at STAGE 1 support.
(For general information on how our school monitors progress please refer to our Monitoring and Progress Policy found on our website under Policies)
Some children at Stage 1 support will receive Interventions.
Each intervention that is created is given a target. It is the aim that all children achieve this target by the end of the intervention program (usually 6 weeks). The targets are broken down into smaller steps called success criteria. Each session a success criteria is chosen by the member of staff and children participate in activities linked to that criteria. After each session every child is assessed on their performance; one indicates that the success criteria has been achieved, two indicates that the success criteria has been partially met and three indicates that the success criteria has not been achieved. When a child receives a one it is highlighted. At the end of the intervention program it is the aim at all children have all success criteria highlighted. This is then updated on the Provision Map.
This system ensures that children are receiving valuable support that is linked to their personal need and ensures that early identification of difficulties can be achieved. If a child or a group of children have received three 3s in a row, the effectiveness of the intervention for that child or the effectiveness of the intervention overall is reviewed. As a result a child may be taken out of that intervention and provided with a more suitable program or, if necessary, outside agencies may be recommended. Alternatively the intervention may be modified in order to be more effective.
Monitoring progress for children who are at STAGE 2 support
For children who have not made enough progress in interventions provided by Stage 1 support, a decision will be made for the child to enter the early Help Process and be provided with an Action Plan. On the Action Plan the child will receive three or four SMART targets to work on for the next 12 weeks. Progress on these targets will be monitored closely by the child's class teacher and the SENCo. The monitoring method depends on the child's needs. Progress could be monitored through an individual intervention and therefore the intervention monitoring system will be used or it could be monitored through observations from the class teacher. The Action plan will be reviewed after 12 weeks by the SENCO, the child's class teacher and their parents and decisions will be made regarding next steps.
Tracking of progress for children who are not ready for the National Curiculum
Children who did not achieve a 'Good Level of Development' at the end of the Foundation Stage, will continue the Foundation Stage curriculum in the first term of Year 1. Some children are still unable to achieve the Early Learning Goals of the Foundation Stage Curriculum. If this is the case they will be assessed by a more sensitive assessment tool which shows their level in more detail and will show smaller but significant steps of progress. These levels are called ‘P Scales’. The child’s class teacher and SENCo will decide if this method of tracking is suitable and parents will be informed if this decision is made.Children who are working on these specialised targets are monitored more regularly and closely using a tracking document, the schools Provision Map and the child's IEP. If a child has completed these P Scale Targets, but is still not ready for the Year 1 or 2 Curriculum our schools' 'Working Towards Targets' will be used in a similar way to show progress in small steps.
Nurture Group Tracking
Children attending the Nurture Group will be assessed in the following areas
Children are assessed 3 times throughout the year on these areas. In October a Baseline assessment is completed and shared with the child's class teacher. The nurture staff and class teacher discuss the child's next steps and agree on specific targets. Information regarding progress and children's targets will be shared with parents at Pupil Progress meetings or IEP/ IBP meetings.
For children who have difficulties in behaviour the Boxall profile will be used to assess needs and support strategies will be put in place according to the findings.
Higher Needs Funding
Children who receive Higher Needs Funding will be closely monitored through a variety of tracking documents that are chosen dependent on the child's need. Children's progress can be monitored through IEP's, IBP's, interventions, Nurture Group assessments and Speech and Language assessments. All information gathered from these monitoring documents will all be inputted onto the Provision Map.
Education Health and Care Plans
Children who have an Education Health and Care plan will be monitored through a variety of tracking documents that are chosen dependent on the child's needs. Children's progress can be monitored through IEP's, IBP's, interventions, Nurture Group assessments and Speech and Language assessments. All information gathered from these monitoring documents will all be inputted onto the Provision Map.
The information will also be inputted into the child's Interim Targets Plan. Every child with an Education Health and Care Plan is provided with an Interim Targets Plan. This plan outlines the priorities on the child's EHC Plan, including targets and recommended support arrangements and details how we as a school will provide support for each priority. The Interim Targets Plan is reviewed termly and the Education Health and Care Plan is reviewed annually.