As part of our planning stage of the graduated approach, we will set goals for your child to achieve.

Before starting any special support (intervention), we will assess your child to see where they are. This is called a ‘baseline assessment’. It helps us measure how effective the support is.

We will keep track of your child’s progress towards these goals and adjust our approach based on what works best for them.

This process is ongoing. If your child makes good progress, they might not need extra support anymore. If they need more help, we will continue to refine our strategies and goals.

We track all children’s progress, including those with Special Educational Needs (SEN), using our school’s assessment system. This includes regular assessments through teacher marking, observations, questions, curriculum tests, and standardised tests. We also consider feedback from the child, parents, teachers, Teaching Assistants, SENCO, and any outside agencies involved, as well as attendance data.

In Birmingham, we use special toolkits for language, literacy, and maths to track children who are significantly below age expectations. These toolkits help us plan the next steps and create Individual Target Plans for your child. These targets help teachers plan suitable work and monitor the effectiveness of interventions.

Your child’s progress is discussed at pupil progress meetings with the senior leadership team.