Early Identification, Assessment & SEND

The rationale for early identification is that provision can be put into place sooner before gaps in progress and development between children with and without SEND become too wide. It is in the early years phase of education (age 0-5) where the identification of SEND could first occur, but there are logical reasons why this does not happen as often as it should.

 It can be incredibly difficult to distinguish for young children the difference between SEND and typical variations in early childhood development (Boddison, 2020). Identifying SEND where it does not exist risks incorrectly labelling a child, as well as the unintended consequence of reducing the overall level of provision available to those who may need more support.

The Newcastle SEND Outreach Service offer significant support to schools:

In addition, for younger pre-school aged children, SEND Outreach Service, Early Years:

• visits children in their own homes to provide teaching advice and support

• plan a range of opportunities to develop each child's play and learning 

• provide specialist support and advice to help parents make informed choices about the education of their children

School Support Team

Currently, for advice and support in relation to children and young people of school age, the following teams can be accessed by schools through the Newcastle SEN Advice and Support Allocation Panel (SEN ASAP).

• Cognition and Learning Needs
• (Autism) Communication and Interaction Needs
• Specific Learning Difficulties (Dyslexia/Dyscalculia)
• Speech, Language and Communication Needs

 SEND at Chillingham Road Primary

 The Graduated Approach

 Our school follows the graduated approach of assess, plan, do and review as outlined in the Code of Practice (2015). This approach is embedded in whole school practice for all pupils and every teacher is responsible for ‘adapting teaching to respond to the strengths and needs of all pupils’. (Teachers’ Standards 2012) School assessment data, teacher judgments and, where appropriate, assessments from outside agencies are used to identify pupils who require additional and different provision

 The class teacher, working with the SENCO, will carry out a clear analysis of a pupil’s needs. This assessment will be reviewed regularly. Where appropriate, professionals will help to inform the assessment. Parents will be asked to contribute to the assessment.

Please see our SEND Policy for more detail on the Graduated Approach. 

Supporting children during assessments:

 During our assessment windows, all children on the SEND register are provided with the most appropriate access arrangements given their level of need. Families are also informed of this. Access arrangements may include:

• 25% additional time
• Short breaks within the test
• Access to a reader- (for Mathematics and Grammar tests)
• Access to a scribe
• A child may sit an assessment from the year group range they are working within e.g A Year 6 child may sit a Year 3 maths assessment if that was more appropriate.
• Large print / Braille question papers

Current Assessment Provision for SEND in school: