Early Identification and Assessment

At King James I Academy, we aim to ensure that students who are thought to have a special educational need are identified and assessed as early as possible. Prior to entry to Year 7, primary colleagues share details of a student’s SEN via the Primary Passport. 

Early in the Autumn term Year 7 students are screened using CAT tests Cognitive, Ability Tests as well as subject base line tests. The results of these tests, along with their KS2 data and information gathered through the transition process (information from primary school) will determine the level of initial intervention.

In addition, students with SEND are also identified at our school by the following ways, including:

• Information from classroom staff
• Information from parents/carers
• Information gathered from outside Agencies
• Students themselves
• Information from in-school monitoring

• Referral through the Academy’s Supporting Excellence Referral Group- SERG

• Information from the SEND Team
• Information from the Progress and Guidance Department

We adopt a graduated response approach to meeting a student's special educational needs and/or disabilities, which is called 'Assess, Plan, Do, Review'.

This means that we will:

• Assess a child’s special educational needs
• Plan the provision to meet your child’s aspirations and agreed outcomes
• Do put the provision in place to meet those outcomes
• Review the support and progress

As part of identifying whether a student has SEND, we can also use our school ‘Early Identification Form' which also uses the Assess, Plan, Do, Review' process.

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

When a student is identified as having special educational needs and/or disabilities, King James 1 will provide interventions and support that are additional to or different from those provided as part of the school's usual differentiated curriculum. This intervention will be described as SEN Support. The level of additional intervention and support will depend on the individual students need/s. The student will be placed on the SEN Register and parents/carers will be informed.

For these students either a SEN Support Plan will be produced, this will describe the child’s/young person’s needs and provide details of the provision/strategies that we will make to meet a child’s/young person’s special educational needs and agreed outcomes. Parents/carers as well as the child/young person are an integral part of this process.

It is important to note that not all students referred to the SEND team will be SEN students; any support and guidance may be short, medium or long term.

SEND Data King James I Academy

At King James I Academy, we have experience of supporting children and young people with a wide range of need from each of the four broad areas of SEND:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health Difficulties
• Sensory and/or Physical Difficulties

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.

Number of Students by Area of Need:

Department Context

September 2020

Composition of cohort– by major need