At Farsley Springbank, we believe early identification is key to making sure children receive the right support at the right time. Our teachers are trained to notice when a child may need extra support whether in their learning or social development.

Teachers regularly check how pupils are progressing. They may notice that a child is finding certain areas more difficult, such as:

• Reading
• Writing
• Maths
• Social interaction or emotional wellbeing

If a child is falling behind, the teacher will first explore whether there are any gaps in their learning. They’ll provide extra support to help close those gaps. Often, children catch up quickly with this help.

If a child continues to struggle despite extra help, the teacher will speak to our SENCO (Special Educational Needs Coordinator) and contact you to discuss the possibility that your child may have SEN.

What happens next?

The SENCO may:

• Observe your child in class and during playtimes
• Talk to their teacher(s) about progress, behaviour, and any concerns
• Compare your child’s development with their peers and national expectations
• Speak with you and your child to understand their experiences and needs

The SENCO may also speak to external specialists, such as:

• Speech and language therapists
• Educational psychologists
• SEND support teams or specialist teachers
• Pediatricians

Making a decision

After gathering all the information, the SENCO will decide whether your child needs SEN support. You’ll be informed of the decision in writing. If your child is identified as having SEN:

• Their name will be added to the school’s SEND register
• The SENCO will work with you and your child’s classteacher to create a personalised SEN support plan