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.