These approaches include:

• Observations: Class teachers and support staff regularly observe pupils in different learning environments to identify strengths, areas of difficulty, and patterns in learning or behaviour.
• School-based assessment data: We use systems such as Early Learning Goals, Sonar Education Tracker, Tapestry, RWI, Wellcomm, Towards Independence Hierarchy, Boxall Profile and Sandwell Skills Ladders to monitor attainment, progress, and skill development over time.
• Termly and ongoing assessments: Regular assessments in core subjects help us to track progress and identify any emerging gaps in different areas of learning.
• Parental and carer input: We value the knowledge of parents and carers and use their insights to build a fuller picture of the child’s needs, development, and experiences at home.
• Pupil voice: Children’s own views are an important part of the process, helping us to understand how they feel about their learning and any challenges they may experience.
• Specialist assessments: Where appropriate, assessments are carried out by the SENDCo, school support staff, and external professionals such as the Sandwell Inclusion Support Team to provide further insight into a child’s needs.
• Information from previous settings: Reports and records from nurseries or previous schools help us to understand a child’s learning history and any prior concerns or interventions.
• End of key stage assessments: Results from statutory assessments in Year 2 and Year 6 provide additional evidence of attainment and progress over time.
• Professional discussions: Ongoing conversations with staff who work closely with the child help to build a consistent and detailed understanding of their needs.
• Medical and external professional information: Where relevant, information and referrals from doctors, paediatricians, or other healthcare professionals are used to inform assessment and support planning.

By bringing together all of this information, we are able to develop a clear and accurate understanding of each child’s needs and ensure that appropriate support is put in place at the earliest opportunity.