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Assessment, identification and monitoring

The Senior Leadership Team in school need to ensure that:

  • There are procedures in place for the senior leadership team to assess how effectively staff are meeting language needs, for example learning walks, classroom observations and Pupil Panels.

  • There are whole school assessments, tracking and target setting procedures in place for all children/young people that allows staff to identify any children not achieving or making the expected progress as early as possible. 

  • There are a whole school system in place to further assess whether the child/young person's language skills are barriers to learning and also to baseline the language 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 with speech and language needs should made at least expected progress.

  • 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 language.

  • There are processes in place in school for sharing information with all staff regarding individual children/young people’s speech and language skills.

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