Assessment, identification and monitoring

• There are procedures in place for the senior leadership team to assess how effectively staff are meeting sensory, physical and medical needs, for example learning walks, drop-ins and classroom observations.
  
  
• There are whole school assessments, tracking and target setting procedures in place across the curriculum for all children/young people that allow staff to identify any children not achieving or making the expected progress as early as possible. 
  
  
• There is a whole school system in place to further assess whether medical and/or physical needs are barriers to learning. 
  
  
• 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 the views of teachers, parents and the child/young person.
  
  
• Children/young people with VI make at least expected progress.
  
  
• Children and young people are aware of who to 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 sensory, physical and medical needs.
  
  
• There are processes in place in school for sharing information with all relevant staff regarding individual children/young people’ s sensory, physical and medical needs, including supply staff.