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Handford Hall Primary School

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Identifying, Assessing and reviewing children with SEN

The Code of Practice suggests that pupils are only identified as SEN if they do not make adequate progress once they have received interventions and adjustments alongside personalised teaching that we provide. This can be characterised as progress which:


  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers
  • widens the attainment gap


If a child is identified as needing SEN support the class teacher, working collaboratively with the SENCo, will carry out a clear analysis of the child’s needs. This draws on:


  • teacher assessment, their experience of the pupil, previous attainment and behaviour
  • the child’s development in relation to peers and nationally agreed outcomes
  • Parent’s views and experiences
  • Pupil views and experiences
  • Advice from external support agencies


The effectiveness of intervention and support and their impact on pupil progress is reviewed regularly. When evaluating the impact on pupil progress the SENCo works closely with the class teacher, alongside the parent/s and pupil to revise support for the child in light of changes in need and development. Where a child has an EHC plan/statement we as a school accept responsibility to review the plan every 12 months and involve parents, the child, professionals and class teacher alongside the SENCo to carry out the review and implement revised or additional strategies of support.