Alvaston Junior Academy

Alvaston Junior Academy

Assessing and Reviewing

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

As a school we measure children’s progress in learning against National expectations and age related expectations. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. We track childrens progress every term from year 3 through to year 6 to ensure that we can carefully monitor progress and attainment. Children who are not making expected progress are identified and a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:

  • Work in partnership with parents/carers, pupils
  • Consult with relevant external agencies
  • Use assessment tools & materials
  • Use observations
  • Use Wave 1 interventions (from our whole school provision map)

As a school, we assess all children continuously across all areas of learning including the four broad areas of Special Educational Needs. We assess informally everyday through observations and we carry out formal assessments at the end of every term to measure progress and identify the next steps in learning. We work in partnership with parents, carers and pupils by building good relationships, working together and supporting each other. If there is an identification of need then we will discuss this with parents.

  • Key Stage 2 staff and the SENCO, where necessary, liaise with the infant school to ensure smooth transition or the child’s previous school if moving within the key stage.
  • If a child is performing 2 years or more below age expectations then meetings will be held with the class teacher and SENCO. Observations of the child may also take place.
  • We have regular parent meetings and take into account any concerns raised by Parents. We pride ourselves on having an ‘open door policy’ where at any point parents can talk to staff.
  • Concerns raised by teacher for example behaviour or self-esteem is affecting performance.
  • Liaison with external agencies we work closely with, Speech and Language, Occupational Therapy, CAMHS, Crisis Response, Educational Psychology, The School Nurse, and Behaviour Support.
  • Health diagnosis through local paediatricians at the hospital

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