We will follow the graduated approach and the four-part cycle of assess, plan, do, review. 

Initially areas of concern are identified either through teacher assessment (informal or formal) or by parents / carers in discussion with the class teacher and child.  Assessment of all children is a continuous process and a normal part of school life, occurring formally when necessary.

The following assessment materials are used by the school for screening and diagnostic testing.

• National assessments: phonics screening in Year 1, Statutory Assessment Tests (SATs) in Year 6
• Years 2 – 6 assessments: NFER (National Foundation for Education Research) Group Reading Tests
• Dyslexia Screener (Year 3)
• Dyscalculia Screener (for some after 7 years old)

Other areas that are drawn on:

• Their previous progress and attainment or behaviour
• Other teachers’ assessments, where relevant
• The views and experience of parents
• The pupil’s own views
• Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.