At Littlebourne we observe, monitor and assess all children throughout the year to monitor and review their academic progress and all round development.

Class teachers use these regular observations and assessments of progress for all pupils to identify those whose progress:

• “Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap between the child and their peers
• Widens the attainment gap”

SEN/D Code of Practice (DfE, 2015: 6.17)

Slow progress or low attainment does not automatically mean a pupil is recorded as having a SEN/D.  We complete a thorough assessment process to identify the next steps in supporting these pupils and seek the views and the wishes of the pupil and their parents. We use this to identify the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is required.

At Littlebourne we understand that some children may not fully meet the criteria for SEN Support. However, they may still be receiving a large amount of support through quality first teaching, alongside some targeted intervention. We monitor the progress of these children closely and use an in school system of ‘Monitoring’. This allows us to be sure that any child who should be moved to SEN Support, do so as soon as necessary.