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What do you do if my child isn’t making progress?

How does the school measure progress?

All children’s progress is assessed and discussed each term at Pupil Progress meetings. The same is true for children at SENS. In addition, we measure progress for interventions in different ways, depending on the intervention. Interventions are assessed in terms of, for example:

  • Giving the children a test to see what they know or can do at the beginning of an intervention and repeating the same test at the end of it, then comparing the results;
  • Setting a target for an intervention then assessing each child’s progress towards their target;
  • Assessing a child’s progress during each session of an intervention.

Whenever it’s possible, children are involved in the process of setting targets for their interventions.

How is progress monitored for children who are receiving interventions or support for emotional and social development?

All children’s academic progress is monitored at pupil progress meetings. Before a child starts an intervention for emotional, social or mental health difficulties, they will be assessed against some behavioural statements. Some of these statements become targets for the intervention. Each child’s progress is then assessed against their targets.

How can progress be reported to me at parents evening when their needs are with social or emotional skills?

If your child is receiving interventions at SENS, you will be invited to a special meeting each term to review previous targets, discuss assessments and agree and plan your child’s next targets.  This will give you the opportunity to find out how will your child is doing.

Are there expectations for children with social or emotional difficulties? How are they assessed in relation to their peers?

We have high expectations of progress for all of our children, both in terms of behaviour and in terms of academic attainment. We have a number of different assessment scales that we use for children, depending on the intervention that we agree is most appropriate.

How well do children with SEND support do compared to the other children?

We have high expectations and expect all children to make progress from where they are now.  Overall, children with SENS make comparable progress to other children, even if their starting point is not the same. Individual children’s progress will vary, depending on their SEND and the circumstances.

How will I know what progress my child is making?

If your child is at SENS, you will have the opportunity to talk to your child’s teacher every term. At that meeting, you can review previous targets, discuss assessments and agree and plan your child’s next targets.  This will give you the opportunity to find out what progress your child is making.

What do I do if I want other people to assess my child’s progress?

We can arrange for external specialists to assess a few children each year, although there needs to be a clear reason for requesting the assessment, for example if a child is not making progress in spite of interventions.

Does my child have targets and if so, can I find out what they are?

If your child is at SENS, you will have the opportunity to talk to your child’s teacher every term. At that meeting, you can review previous targets, discuss assessments and agree and plan your child’s next targets.  This will give you the opportunity to find out what progress your child is making.

What do you do if they are not making progress?

We monitor the progress of our SENS children very carefully. If a child is not making progress, our first priority is to consider why not. We then review the interventions the child receives and decide what needs to be improved or changed.

What information is shared with the next school?

In general, the next school will want to know why a child is at SENS, what the child’s attainment is in reading, writing and maths and what support the child is receiving. When children move from one school to another, we generally pass on all of the paperwork we have about each child.

Can they stay down a year if that is what I think they need?

The policy is Suffolk is that all children should be educated with their peers and in their correct year group.

How is an IEP (Individual Education plan) used to support my child?

Each child who is at SENS will have paperwork to record and track their targets which may be called an IEP, a school based plan, a record of support or a target monitoring sheet. The point of this paperwork is simply to record targets and provision and to track progress.

How can I keep track of my child’s progress on a regular basis?

You will be given termly opportunities to discuss your child’s progress with their class teacher. Depending on the intervention your child receives, they may also bring home more regular comments on their progress. Talk to the teacher at the termly meeting to discuss what you can do to track your child’s progress.

if my child is good at maths but not good at reading, will they be in the bottom group for everything?

No. When children are taught in groups,  the aim is to bring together children who are working at the same level. Many children are in different groups for English and for maths.