Assessment, identification and monitoring

The senior leadership should ensure that:

• There are procedures in place for the senior leadership team to assess how effectively staff are meeting learning needs, for example learning walks and classroom observations.
  
  
• There are whole school assessments, tracking and target setting procedures in place for all children/young people that allow staff to identify any children underachieving achieving or not making expected progress, as early as possible. 
  
  
• There is a whole school system in place:
  
  
• to further assess these children to identify the barriers to learning
  
  
• to baseline the skills causing concern in order to inform intervention.
  
  
• There are processes in place to monitor and record identified children’s progress more closely such as Pupil Progress Reviews and Individual Support Plans using the principles of Assess, Plan, Do Review which include the views of teachers, parents and the child/young person.
  
  
• Pupils with SEND make at least expect progress.
  
  
• Children and young people are aware of who to approach in lessons and around school  to seek help.
  
  
• Parents/carers know who to approach in school if they have concerns or information regarding their child’s learning and/or progress.
  
  
• There are processes in place in school for sharing information with all staff regarding individual children/young people’s learning.