Springfield Infant School and Nursery

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Identifying a Special Educational Need or Disability


We take a whole school graduated approach (plan, assess, review, do) to the assessment of needs of all pupils and aim to quickly identify pupils who despite high quality teaching are not making adequate progress. Sources of information that we may draw on to establish a clear analysis of need will include:


  • Teachers’ assessment and experience of the pupil.

  • Pupil progress, attainment and behaviour.

  • The individual’s development in comparison with their peers.

  • The views and experience of parents.

  • The pupils own views.

  • Advice from external support services.

  • More specific sources of information may include standardised tests, criterion-referenced assessments, observation checklists, questionnaires and profiling tools.


    Screening results from the early years speech and language Welcomm test that is administered by trained support staff and the speech and language therapist (Communicate).



    The 5 step process below summarises a typical pathway for identifying any SEND.

  • 1. Where concerns present over possible SEND a discussion should take place firstly with the class teacher and parent/guardian.

  • 2. Concerns will then be passed on to the SENCO and a comprehensive analysis of need will be gathered if necessary.

  • 3. It may be necessary that an action point (intervention) is planned for an individual pupil which will then be carefully monitored over a specific time period. The pupil may be at this point placed on a monitor list.

  • 4. School will seek advice from in school services and outside agencies, if it is felt that further support is then required. Parents/carers and pupils will continually be informed of all processes and involved in discussions.

  • 5. If a SEND is identified then the pupil will be placed on the school SEND register continuing to assess, plan, do and review their progress to ensure their strengths and barriers to learning are quickly identified and addressed. Advice from outside agencies may be ongoing at this point and further action may be taken accordingly.


    Please note that although we recommend the following 5 step procedure parents can raise concerns with either the schools family support worker (Ali Cuckow) or SENCO (Jo O'Neill) at any time. Meetings via the phone or in person can be arranged through the school office on 01473 741305.


  • If a pupil is identified to have additional needs and additional support is required they will be placed on a confidential register that is held both electronically and as a hard copy within school. Parents will be regularly informed of their child's progress through termly meetings with their teacher, termly progress reports and copies of external professionals reports where available. It may be necessary for some parents to regularly meet with school staff and/or the family support worker.


Parents and Carers

Throughout this policy there have been many references to working with parents and carers.  We consider this partnership to be a crucial part of our work as educators and for pupils with SEND, it is vital to ensuring that the very best provision and support can be put into place.  Parents’ and carers’ views are always valued and listened to and any feedback is welcomed.  There will be times when parents and carers may feel overwhelmed when their child is presenting with difficulties at school and at home, or they may have just received a diagnosis; the SENDCo will always endeavour to support parents and carers in these situations and whenever possible, will signpost them to relevant support services and independent advice groups.