4. Reviewing a Child’s Progress

How we review a child’s progress

We use the information we have about each child who has been identified as having SEND to plan a personal programme of support. We develop this in partnership with parents/carers and the child – working with the SENDCO, the Inclusion Leadership Team and the Class Teacher. It will include short term targets and will describe how we will support the child to achieve these targets. Parents will receive a written summary of these targets and be able to make comments on this document at any stage.

Once a term we review how well all children are progressing.  We do so in termly Pupil Progress Reviews and Inclusion Surgeries (see our SEND Policy for more details).

Each term we will arrange a meeting with parents of children with a child identified as ‘SEN Support’ about how well s/he has progressed: we will agree new targets and sometimes different ways of giving support – for example, a small reading group with a trained member of staff.

We will report formally once a year on the progress of all children, including those with SEND and for some pupils we will provide more frequent reports.


How we make sure that teaching and support help your child to learn and make good progress


We know that high quality teaching and well-matched support will make a big difference to the progress of children with SEND, and that all Teachers and Teaching Assistants need a clear understanding of the learning needs of the children in their class.

Primrose Hill Primary School leaders – including the Inclusion Manager – work with teachers and support staff to provide effective teaching and support for children with SEND in a variety of ways. These include:

·         taking account of different needs when planning each lesson, to ensure that all children are able to make progress

·         using a wide variety of teaching approaches, including guiding learning through demonstration

·         providing visual support material (instead of purely written or verbal instructions)

·         providing a stimulating, rich and interactive classroom environment

·         using regular, clear and rigorous assessments that help teachers to track pupils’ progress and identify gaps in their understanding

·         using our marking policy to make sure children themselves know how to improve their work

·         providing additional adult support from well-trained and well supervised Teaching Assistants

·         making available specialist equipment and assistive technology to support access and participation in learning


We help all children to develop their skills as learners – and to persevere when they find learning difficult, using a whole school Growth Mindset approach.