Assessment, identification and monitoring

The senior leadership team ensure that:

• There are procedures in place for the senior leadership team to assess how effectively staff are meeting learning needs, for example learning walks, classroom observations and Pupil Panels.
  
  
• There are assessment, tracking and target setting systems in place for all pupils so that concerns about social communication skills are identified as soon as possible.
  
  
• There are a whole school system in place to further assess these children to identify the barriers to learning and baselining the skills causing concern in order to inform intervention.
  
  
• There are processes in place to monitor and record identified children’s progress more closely such as Pupil Progress Reviews and Individual Support Plans using the principles of Assess, Plan , Do Review which includes teachers, parents and the child/young person.
  
  
• Children and young people are aware of who to approach in lessons and around school  to seek help themselves.
  
  
• Parents/carers know who to approach in school if they have concerns or information regarding their child’s learning.
  
  
• There are processes in place in school for sharing information with all staff regarding individual children/young people’s learning.