The School Offer
How do we recognise children with SEND?
It is essential to understand how children with SEND needs are identified. Schools are not able to diagnose needs such as autism, dyslexia, ADHD, or dyscalculia, as these are medical diagnoses. Schools are part of the early identification and assessment process, but other agencies make diagnoses. This is why we have a graduated approach: agencies cannot accept referrals until specific criteria are met or evidence has been collected.
The information below shows the stages we go through to collect evidence and undertake any assessments.
Universal Screening: Screening for all children in school
On entry to EYFS
Recpetion Baseline
WellComm Baseline
Liaison with nurseries
On entry to Y1-Y6
Liasion with previous school
Temrly Assessments
Phonics/Reading check
Susnhine observations
In school (ongoing)
Needs identified by family, teachers, professionals, or SENDCo
Termly assessment week
When a teacher, family member, or other professional raises an intial concern
Stage 1 – Quality First Teaching (QFT)
Following a final concern, the teacher will implement classroom adaptations with the SENDCo's support.
The child will be monitored for approximately 6 weeks (one half-term).
Following this morning, the teacher will decide if the child has made sufficient progress. If they have, they will continue to implement the strategies; if not, the child will be placed on the SEND monitoring register by the SENDCo.
Stage 2 – SEND Monitoring Register
The SENDCo will meet or speak with the family and place the child on the SEND monitoring register.
Further adaptations will be implemented in the classroom.
The SENDCo may refer to TESSA or other agencies for advice.
The stage is typically one half-term, but can vary depending on the child's needs.
Stage 3 – SEND Register (SEND Support)
If the child has not made progress or continues facing difficulties after stage one and two, they are placed on the SEND register under the correct category of need.
An ISP or IBP is created in conjunction with the child, family, teacher, and SENDCo. This is reviewed temporarily.
Wave 3 interventions are put in place (Sunshine, Starlight, Aurora).
Identification and referral to any agencies as deemed necessary and dependent on the child's needs.
Stage 4 – EHCP (evidence gathering and referral)
When a child does not make progress after stages 1, 2, and 3, there may be significant and persistent SEND needs.
As the child has progressed through the previous stages, there will be clear evidence of this; however, the school may need to gather additional evidence to request an EHCP referral.
The school requests an EHCP from the LA, and an assessment period takes place. The LA determines whether the child requires an ECHP or can be supported without one. If the child does receive an EHCP, it will be reviewed annually, along with temporary ISPs/IBPs, to support them.
If the child does not receive an EHCP, they will continue to be supported temporarily by an ISP/IBP.
Parents are involved at every stage of our SEND identification pathway. All children in school have two parents’ evenings each year. Any child on the SEND register (including those at stages 1 and 2) is offered an additional parent meeting with the class teacher each year.
School Based Provision
Class support: teachers make adaptations to allow children with SEND to be educated in class.
Starlight: staff work in Starlight to support children who require academic support, including dyslexia and dyscalculia interventions, phonics catch-up, reading support, and handwriting and spelling programmes.
Auroa: staff work in Auroa to deliver speech and language plans, interventions, and support children who may have communication needs.
Sunshine: staff work in Sunshine to support children with social, emotional, or mental health needs. They provide social skills training, therapeutic support, and short-term interventions for children who have or are facing trauma, for example, bereavement or family difficulties.