Story Wood School has very robust tracking systems in place for both learning and behaviour from the moment your child enters school. Every pupil’s progress and attainment is monitored closely and at the end of every term pupil progress meetings are held to review this. If a pupil’s attainment is significantly behind their peers and/or national expectations or they are failing to make the expected progress, a discussion will be held with SLT & the SENCO. The SENCO/class teacher will then use the Birmingham Language and Literacy continuum Tracker to help determine the level of need. The school takes a graduated approach based on a plan do review cycle. This means that additional support / strategies will be implemented initially to try to address the gaps/needs. This will be reviewed at the end of term. If progress has been limited despite intervention or behavioural/emotional difficulties persist (despite intervention and support), and are impacting on learning or their ability to access the curriculum, the SENCO in discussion with parents and SLT will place the pupil on the SEND register and a plan put in place. In Early year this would be in the form of a SSP ( SEND Support Plan) and in Y1-6 in the form of an ITP ( Individual Target Plan) if the primary need is Cognition & Learning. If the needs fall under several categories of SEND or are not solely Cognition & Learning then children in Y1-6 may also have a SEND Support Plan (SSP) outlining their individual targets. The SSPs/ITPs will be reviewed termly. If at this review there appears to be limited progress or the concerns have increased the SENCO will then seek appropriate advice and support from outside agencies.
If the class teacher or SENCO have not raised any concerns but you still have on-going concerns the first place to seek advice is from the class teacher and if necessary the SENCO.As a parent you have valuable information and your views are crucial in making the decision as to whether your child is recognised as having a special educational need.