At Annfield Plain Infant School, we evaluate the effectiveness of SEN provision to ensure that pupils receive the best support to meet their needs and as part of the Graduated Approach of Assess, Plan, Do and Review. We currently evaluate the effectiveness of SEN across the four broad areas of SEN provision in the following ways:
Communication and interaction (SLCN, ASC)
We use Speech and Language Link Assessment to assess before and after any intervention to evaluate the impact of provision.
Cognition and learning (MLD, PMLD, SLD, SpLD)
We use the assessment data provided by teaching and support staff to assess before and after any intervention to evaluate the impact of provision.
Social, Emotional and Health Difficulties
We use the Boxall Profiles to evaluate the impact of provision in the Nurture Group. We also use Strengths and Difficulties Questionnaire to help us to assess before and after any intervention to evaluate the impact of provision. We can also assess through observations of pupils throughout the school day over a period of time.
Sensory and/or Physical Difficulties
We use the Movement Programme to assess before and after any intervention to evaluate the impact of provision with Gross Motor Skills and Fine Motor Skills.
How are resources made available to support children with SEND?
The resources we use to support children with SEN depend upon their needs and they are allocated on an individual basis. Once your child has been identified as SEN, their needs will be assessed and targets and outcomes will be identified. It is the responsibility of the SENCO to ensure that the resources that are required are made available and that staff are aware of their individual needs. We are very flexible in our approach and we constantly monitor and evaluate the effectiveness of our interventions and the provision that we provide.
- As part of our staff professional development, all members of staff received training to support children with SEND:
- School-based CPD – systems and procedures, staff audit, staff planning and agreed action points.
- ‘SEN Outcomes –good quality outcomes, SEN Support Plans and Primary Areas of Need’.
- Supporting children with ASD.
- Sensory Specialist Training – Sensory Issues for Pupils, Sensory Classrooms.
- Behaviour Management, Disability Awareness, Moving and Handling, Dyslexia, Physical Impairments and Speech and Language Difficulties.
- Attachment Difficulties, Low Mood, Anxieties.
Staff Training: will vary each year depending upon the needs of the children.
A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.
