Assessment, identification and monitoring

The senior leadership team 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, classroom observations and Pupil Panels.
  
  
• There are assessment, tracking and target setting systems in place for all pupils so that concerns about social communication skills are identified as soon as possible.
  
  
• There are a whole school system in place to further assess these children to identify the barriers to learning and baselining 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 includes teachers, parents and the child/young person.
  
  
• Children and young people are aware of whom approach in lessons and around school  to seek help themselves.
  
  
• Parents/carers know who to approach in school if they have concerns or information regarding their child’s learning.
  
  
• There are processes in place in school for sharing information with all staff regarding individual children/young people’s learning.