At Christ the King High School we employ a proactive and thorough approach to identify students who may require additional support for Special Educational Needs. Our process includes:
Transition from Primary School:
· Our SENDCO liaises closely with Year 6 teachers and SENDCOs from feeder primary schools to gather detailed information about students' needs and support strategies already in place.
· We review primary school records, including SEND Support Plans and any existing EHCPs.
· Targeted transition visits and additional familiarisation opportunities are arranged for vulnerable students.
Upon Entry to Christ the King:
· All Year 7 students complete baseline assessments (e.g., standardised reading and spelling tests) to help identify literacy and numeracy strengths and areas for development.
· Information from these assessments is reviewed alongside primary school data and teacher observations.
Ongoing Monitoring & Assessment within School:
· Teacher Referrals: Class teachers are constantly observing and assessing students' progress. If a student is making less than expected progress despite Quality First Teaching, a concern form is raised with the SENDCO.
· Progress Data Analysis: We regularly track student progress across all subjects. Significant concerns are highlighted and investigated by the SENDCO.
· Pastoral Team Liaison: Our dedicated pastoral team plays a key role in identifying students who may be experiencing social, emotional, or behavioural difficulties impacting their learning.
· Student and Parent Voice: We encourage students and parents to share any concerns about learning or well-being with their form tutor, Learning Manager, or the SENDCO.
Once a potential need is identified, the SENDCO will discuss concerns with parents/carers and the student, and determine if further assessment or support is required.
All of this forms part of the Assess, Plan Do, Review Cycle or Graduated Approach.
