How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

The Governors and staff of Bovingdon Primary Academy aim to ensure that all children receive the best possible education, to enable them to meet their full potential within a climate of mutual respect.

At Bovingdon Primary Academy, we aim to identify pupils with special educational needs as early as possible.

  • Concerns may be raised by a teacher, member of staff, parent or other agency.
  • There is a continuous cycle of planning, teaching and assessing which takes into account the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. Those children whose overall attainment or attainment in specific subjects falls significantly outside the expected range may have special educational needs. The key test for action is evidence that the child’s current rate of progress is ‘inadequate’.
  • In order to help children with SEND, the academy adopts a graduated response and records the steps taken to meet the needs of individual children.

Nursery and Reception Baseline assessments are used as the initial benchmark for pupil progress.

In addition pupils are assessed and progress monitored against the following:

  • The Academy’s assessment programme, including informal half-termly and formal termly summative assessments
  • The EYFS Framework
  • The National Curriculum 2014 Age Related Expectations for each year group (KS1 and KS2)
  • KS1 and KS2 SATs results
  • Pupil tracking systems
  • Value added data
  • Reading/spelling assessments
  • Read, Write Inc Phonic assessments
  • Individual Education Plans
  • Indicidual Provision Maps
  • Views of parents and pupils
  • Progress and attainment in lessons and over time

When pupils transfer to Bovingdon Primary Academy mid-term or mid-Key Stage, the school initially uses assessment data from their previous school as a benchmark for future progress but moderates these judgements against Bovingdon’s own assessment procedures.  If a child transferring to Bovingdon Primary Academy already has a recognised need, transition meetings are arranged with their previous setting and a transition programme put into place before they arrive.

Pupil progress and any concerns are discussed formally at termly Pupil Progress Review meetings.  Informally, concerns can be raised with the Inclusion Manager/SENCo at any time during the year. 

We believe that our assessment structure should ensure that the gap between all pupils’ expected and attained progress is minimized.

If a parent or teacher expresses concerns about the progress and/or attainment of a pupil to the Special Needs Co-ordinator (SENCo), they will:

  • Discuss the concerns with the parent and the class teacher
  • Suggest strategies that can be put in place
  • Ensure the pupil is closely monitored over the following half term
  • Arrange for any additional assessments to be carried out which would give more information about a pupil’s strengths and areas for development
  • Ensure that the parent has been consulted and is aware of any concerns the school may have and any additional support they could give their child at home
  • Ensure that the pupil’s opinion has been sought where appropriate

At the end of this period, the class teacher and SENCo will review the child’s progress and, in conjunction with the parent and child, decide whether further support or intervention is needed or if there is no further concern.

If you think your child has a special educational need, you should speak to the class teacher in the first instance. This can be at one of the formal Parent Consultation meetings or at one of the weekly Parent Surgeries.  Alternatively, contact the class teacher via the school Office to arrange a meeting at a convenient time.

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