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• How does Greswold identify pupils with SEND and how are they assessed?

How does Greswold identify pupils with SEND and how are they assessed?



We follow a graduated approach to every child’s learning, following the Assess – Plan – Do – Review model to ensure that we are meeting the needs of every child. 

On-going monitoring and assessment of each individual child’s progress is extremely important. Regular observations, assessment and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.

Each term, class teachers meet with the Inclusion lead and SENCo to discuss the progress and attainment of all the children in their class, and any concerns they may have.  Targeted support and/or interventions may be put in place to address these concerns, and the child is monitored for an agreed period of time. If there are still concerns based on the school’s observations and assessment data, and following a discussion between the class teacher, SENCO and parent, the child may be recorded as needing differentiated curriculum support within the class or additional support.

With the agreement of parents a child may be placed on the SEND Register, and may require a SEND Support Passport which has very specific short-term targets which are identified to support the child’s progress.  In these cases, parents will be invited in to school to discuss the targets with the SENCo and class teacher and then be invited to termly review meetings to review the progress made against the targets and set new targets as appropriate.

For further information, please see the school’s SEND policy.


At Greswold we understand that all pupils make progress at their own pace, and that progress can be measured in many different ways. This is particularly true for pupils with SEND.

In our collaborative we have developed SEND assessments which are updated termly to show how each individual is making progress within the areas of ‘Speaking and Listening’, ‘Reading’, ‘Writing’, and ‘Mathematics’. If a pupil is working below the expected level for their age, these assessments can clearly show the progress they are making and help to identify the gaps in learning.

In addition, pupils with a diagnosis of Autism may have ongoing assessment based on the Progression Framework published by ‘Autism Education Trust’, which focuses on specific areas of difficulty for pupils with Autism.

All pupils on the SEND register have a termly ‘SEND Support Passport’ with targets, which are assessed in collaboration with the class teacher, parents, other staff members and the pupils themselves. Targets are intended to be achievable over the term, and new targets are agreed upon by pupils, parents and teachers. These targets may be based on curriculum subjects, physical needs or social and emotional areas of difficulty.

Pupils with an EHC Plan have outcomes to work towards annually, which are assessed collaboratively as part of the annual review process.