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6. How does Waynflete Infants’ School ensure early identification of SEND?

Close partnership with feeder nurseries/pre schools

The Foundation Stage (FS) team work closely with feeder nurseries and will attend meetings with staff to discuss your child’s interests, strengths, difficulties and any possible SEND. For children who are currently on the SEND register, details are passed on to the SENCo. . For children who have been identified as having difficulties or have not made expected progress they will be closely monitored by the Foundation stage team over the transition period. In October interventions will be put in place to start to support these children make the appropriate progress and close the gap between them and their peers. Parents will be informed of any interventions. 

 

Close partnership with parents

The Foundation Stage team have recently introduced the option of home visits. On these visits our staff will ask for your views on your child’s interests, strengths, difficulties. They will also ask if you have any concerns about your child’s progress or development.

 

We strive to ensure that parents/carers feel welcome and feel that their input to their child's education is valued and listened to. In November and March we hold Pupil Progress meetings, which provide parents with the chance to discuss children's progress. We also hold meetings with specific parents at the end of the academic year to discuss school reports. However if you have any concerns regarding your child's development or progress please ask to speak to your child's class teacher. We hold an 'open door' policy and are happy to discuss any concerns you have regarding your child at any time. Requests can also be made to speak to the SENCo Miss Talbot. 

 

Assessment  

At Waynflete we monitor children's progress very closely. The Foundation Stage staff monitor children's progress using the Foundation Stage Profile and in Years 1 and 2 children's progress is monitored using our Tracking system. Year groups meet with the Head Teacher termly to discuss progress and children who have not make enough progress are identified and interventions are put in place. These children are then discussed at a follow up meeting. If progress has not been made, the SENCo will be asked for advice, parents will be informed and a meeting will be planned with teacher SENCo and parents to discuss further plans using the stages of provision (Please click link below to find out more about the stages of Provision) 

 

Children's progress in interventions are tracked and monitored closely by grading each child's progress on each target each session using a 1, 2, 3 system. If a child receives three 3's in a row, this is identified immediately and the SENCo will be asked for advice, parents will be informed and a meeting will be planned with teacher, SENCo and parents to discuss further plans using the stages of provision.  (Please click link below to find out more about the stages of Provision)  

 

For children who are finding all areas of learning difficult, a Cognitive assessment may be completed by the SENCo, with permission from parents, to identify any underlining difficulties such as a possibility of Dyslexia, memory difficulties and/or phonological difficulties. If any difficulties are identified intervention is put in place for 12 weeks and an action plan is created and shared with parents. If the child continues to make very little progress, further plans will be made using the stages of provision. (Please click link below to find out more about the stages of Provision)

Working closely with the SENCo

All Year groups work closely with the SENCo. The intervention groups are planned and delivered by staff but are monitored by the SENCo. Every half term the SENCo reviews all interventions and meets with each year group. In these meetings key children are highlighted and discussed.  Any child who is not making expected progress in the intervention groups will be highlighted, parents will be informed and all parties will come together to discuss further plans  using the stages of provision (Please click the link above to find out more about the Stages of Provision)

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