The benefits of early identification are widely recognised – identifying need at the earliest point and putting effective provision in place lead to improved long-term outcomes for children.
All schools and settings should have a clear, consistent approach to identifying and responding to SEND. This includes:
- Following the graduated approach: Assess – Plan – Do – Review
- Using a strengths-based approach to understand each child’s profile
- Ensuring all staff understand how the setting identifies and responds to SEND
For further information about an effective approach to early identification of SEND see the SEND Code of Practice 2015 and section 9 of Ordinarily Available SEND Provision.
In identifying a child or young person as needing SEN Support, teachers and the SENDCO working with the parent/carers should carry out a clear analysis of the child or young person’s strengths and needs to ensure they are understood. Learning gaps alone do not always indicate a special educational need but identifying and addressing them remains important.
Identifying SEND
Careful observation, triangulation of existing information, and targeted one-to-one diagnostic work with the pupil is the best way to establish their strengths and needs.
Actions to take when gathering more information
- Talk to parents/carers to gather further information and insight
- Review your own assessments and observations, gathering new information as needed Effective assessment | Oxfordshire Schools
- Use curriculum-based assessment and careful tracking to monitor progress
- Consider progress and attainment over time alongside wider information such as attendance, well-being, and behaviour as communication data.
- Seek and record the child or young person’s views.
- Use the SEND indicators tool (xlsx format, 98 KB) to help you identify detailed information about a child's strengths and needs. This strength-based tool highlights emerging needs by showing what a child can do and where further support may be needed. As with the previous descriptors, please assess all relevant areas of need.
- Observations and assessments should monitor the impact of any previous interventions or actions, using comparisons to age-related expectations and other relevant data sets.
- Assessments will often need to go beyond academic or age-related reviews. The early help strengths and needs form can help to identify if there are other factors impacting on the child or young person’s development.
Schools should take seriously any concerns raised by a parent or carer. Parents have valuable insight into how their child behaves and learns across different contexts. Their views should be recorded and added to the school or setting’s assessment information.
A key question to ask is: 'Does information from parents/carers, setting or other professionals indicate that a child isn’t making expected progress?' If yes, further information should be gathered to determine if SEN Support is required
Key factors to consider:
- Is there consistent, universal high-quality teaching and learning? Section 2 of Ordinarily Available SEND Provision. sets out national best-practice approaches.
- How strong are the relationships between adults and the child or young person?
- Are there other factors influencing development that may require support?
- Does information from parents/carers or professionals indicate t slower or atypical development or progress for their age?
- What do your interactions with the child tell you about their views on:
- where they thrive
- what is going well
- where they would like help
- what they would like to achieve
- Have routine hearing and vision checks been completed?
- Was the child born prematurely?
- Have they experienced adverse childhood experiences or changes in family circumstances?
- Consider using a Strengths and Needs form to identify emerging needs of children and families with additional vulnerabilities Early Help Forms. Implement any agreed actions to support the child/family.
For further information on effective early identification and reasonable adjustments within each broad area of need, see sections 10 and 11 of Ordinarily available SEND provision and the Inclusive Support Series covering a range of special educational needs.
Deciding if SEND support is needed
When considering whether to make special educational provision at SEN Support, the SENDCO, in discussion with teachers, the child or young person and their family, should consider all the information gathered about the child or young person’s progress. This helps determine what support is needed and whether it can be met through adapting the school’s universal offer, or if something ‘different or additional’ is required.
Good practice is to reflect on the impact of strategies and support already in place as part of high-quality inclusive teaching and learning and considering what else might be beneficial. This means focusing on how the approach, provision, environment or resources might need to change, rather than on how the child or young person needs to change.
If assessments and other information indicate that a child or young person needs provision beyond universal high-quality teaching and learning, the next level is SEN Support. This is implemented through the graduated response – Assess, Plan, Do, Review.
Supporting early identification in your school
- Ensure all staff are knowledgeable about age related expectations and child development
- Build strong partnerships with parents/carers
- Provide high quality teaching and learning experiences for all. Section 2 of Ordinarily Available SEND Provision. sets out national best-practice approaches.
- Maintain high expectations for every child and young person
- Create an inclusive environment and make necessary adjustments
- Regularly review the effectiveness of interventions
- Ensure all staff understand your settings approach to identifying and responding to SEND.
A self-evaluation tool –Evaluate My School- is available to help schools evaluate the effectiveness of their SEND provision. The platform supports schools to identify strengths and areas for development. Further information and registration instructions are available via Special Educational Needs & Disabilities