Beamish Primary School

Co-operative Villas, Beamish, Stanley, DH9 0QN

 Basic School Website
365
  • Home
  • About Us
    • Our Vision
    • Safeguarding
    • Equalities
    • Meet The Staff
    • Our Governing Body
    • Premium Allocations
    • School Admissions
    • School Prospectus
    • School Performance
    • School Policies
    • Job Vacancies
  • Curriculum
  • Parents
    • Home Learning
    • COVID-19
    • Mental Heath
    • Our School Uniform
    • School Office
    • School and Family Worker
    • Online Safety
    • Childcare Provision
    • School Holidays
    • School Newsletters
    • Family Activities
    • Useful Links
  • Pupils
    • Buddies
    • Sport News
    • School Clubs
    • School Council
    • OPAL – Outdoor Play And Learning
  • Our Classes
    • 2 Year Old Provision
    • Foundation Stage
    • Year 1/2
    • Year 3/4
    • Year 5/6
  • SEND
    • SEN Information Report
    • Disability & Accessibility
  • Contact Us
Home / SEND / Our SEN Provision / How we identify, assess and review children with special educational needs

How we identify, assess and review children with special educational needs

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.

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 Short Notes
  • Other

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.

This means that we will: 

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child/YP (where appropriate) views are integral to the this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. The purpose of an EHCP is to make special educational provision to meet special educational needs of the child or young person, to secure the best possible outcomes for them across education (SEND Code of Practice p.142). It is a legal document that describes a child or young person’s special educational, health and social care needs.

For more detailed information see the Local Offer

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents and other agencies if necessary.

It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for additional help.

Details of Identification and Assessment of Pupils with SEN

The progress of all children is monitored closely through a range of assessment procedures and internal tracking. Detailed assessments and target tracking ensure that all learners achieve and make progress at the Beamish &Pelton Federation. Pupil assessment are carried out each half term and those children needing extra support and/or are underachieving are identified. Individualised interventions and support plans are put into place to accelerate progress.

Children with Special Educational Needs are often assessed used PIVATs. PIVATs break down levels into small steps and are used as a tool to support academic and social assessment. Progress of the child is closely monitored by the SENCO and class teacher in order to evaluate the effectiveness of the support and interventions being delivered. This information is shared with the parents and the child, where appropriate. Teachers, children and parents meet termly to discuss the child’s progress and targets are set for the forthcoming term.

For further information please view or download our Teaching & Learning Policy and Accessibility Plan which can be found in the School Policies section of our website.

In this section

  • Introduction
  • Our SEN Provision
    • The kinds of SEN that are provided for:
    • Our approach to teaching children & young people with SEN
    • How we adapt the curriculum and learning environment for children & young people with SEN
    • How we identify, assess and review children with special educational needs
    • How children with SEN engage in all activities?
    • How we evaluate the effectiveness of SEN Provision
  • Support for Emotional & Social Development
  • Looked After Children with SEND
  • SEN Transition
  • SEN Specialist Expertise
  • Consulting with our SEN Pupils, Parents & Carers
  • Compliments, Complaints & Feedback
  • Key Policies
The Local Offer
Living the Olympic and Paralympic Values
Partner School
Lottery Funded
International School Award Intermediate

Healthy School logo
Quality Mark 2
Ofsted Good Provider
Magic_Breakfast_logo

Copyright © 2022 Beamish Primary School

Co-operative Villas

Beamish

Stanley

DH9 0QN

Tel 0191 370 0181· Email beamish@durhamlearning.net


Legal Information | Website Login

Powered by Durham County Council.

We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it.OkRead more