1a How does Rye Hills Academy identify children with Special Educational Needs?

1a.  How does the academy identify children with special educational needs?

At transition point from primary to secondary school:

  • Information gathered during the twice yearly primary liaison meetings;
  • Information directly from the parents during parents' evenings. Further meetings between parents and school SENDCO or other appropriate members of staff when necessary;
  • Transfer of data from primary school as the student moves;
  • Review meetings for students with EHCP plans, attendance at Year 6 reviews where possible;
  • Meetings between primary SENDCOs and secondary SENDCO.

As students of Rye Hills:

  • Throughout Key Stage 3 baseline assessments in core subjects;
  • Data used to identify SEND or to inform provision already in place;
  • Data captures at strategic points through the year are looked at by the senior staff and the SEND staff to identify if there are any concerns from the data that need further investigation;
  • Daily monitoring of need through Progresso reports;
  • Teachers inform SEND team of any concerns;
  • SENDCO investigate further and may carry out more in-depth assessments of needs either in response to data or staff concerns;
  • If required the school will bring in external professionals to further assess and give recommendations for appropriate provision.