How Will We Know If Your Child Has SEN/D ?

How Will We Know If Your Child Has SEN/D ?


We will identify pupils as soon as possible to ensure timely intervention to support their needs.


This information can come from a variety of sources including:


  • Parents/carers – via home visits, induction visits, meetings with a school representative.
  • Previous provision – nursery, primary school.
  • Other professional services currently working with the child e.g. NHS, Local Education Authority Advisory Services.
  • Class Teacher or other adults working in school.


Initial Concern

Identification of SEN/D within school is usually the result of close teacher observation coupled with monitoring of the child’s achievement and progress over time. All children’s progress is monitored at least half termly.

Following early identification the teacher will register an Initial Concern with the SENCO. The SENCO will review the evidence and decide whether to place the child on the school SEN register. The triggers for placing a child on the SEN register is that, despite receiving differentiated learning opportunities in regard to the area of concern, the pupil:


  • Makes little or no progress even when teaching approaches are targeted particularly in the areas of weakness.
  • Shows signs of difficulty in developing literacy or mathematical skills that result in low attainment in some curriculum areas.
  • Presents with persistent emotional or social difficulties. (These may be displayed as challenging behaviours that are not ameliorated by the behaviour management techniques employed by the school or specialist support).
  • Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
  • Has communication or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.



Children on the SEN register


A Provision Map will be created identifying extra provision within the class and both school and home targets for the child. This will be done in consultation with the child and parent/carer. These are reviewed at least termly by the class teacher, SENCO, parent/carer and pupil.


Where interventions have not produced the expected level of progress the SENCO, in consultation with parents/carers will consider a referral to other professional agencies. If the child is assessed by, and working with, other agencies these targets and strategies will be recorded on an Assess – Plan – Do – Review Cycle. This will be shared with parent/carer and the pupil and monitored closely within school. The Assess - Plan - Do - Review Cycle will be reviewed at least termly by the class teacher, SENCO, parent/carer and pupil.


Education, Health and Care Plans (formally Statement of SEN)

For a child who is not making progress following 2 or more Assess – Plan – Do –Review Cycles, a Person Centred Planning meeting may be held which will include parent/carer, pupil (where appropriate) the school SENCO, the school Educational Psychologist and other professional agencies working with a child. This meeting will discuss the possibility of a referral for a Statutory Assessment for an Education, Health and Care Plan (previously a Statement of SEN/D).


Children who have an Education, Health and Care Plan will have a clear set of targets and support that the school must adhere to. These are reviewed at least annually with parents, external agencies and the Local Education Authority. An Education, Health and Care Plan follows a child from school to school to ensure the agreed support continues in the areas of specific need.