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How do we identify SEN?

When children have identified SEN before they start here, we work with the people who already know them (teachers, teaching assistants, parents, outside agencies) and then use this information to work out how best to support your child in our school.


Concerns can range from learning difficulties, language and communication difficulties, sensory impairment, medical problems to emotional, social and mental health issues.


Some children may be working below age expected levels in Literacy and Numeracy which would indicate extra support may be needed. Some children may have specific learning difficulties e.g. dyslexia. Children may also have low scores on standardized tests e.g. reading/spelling age.


It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally it should not be assumed that attainment in line with age expected levels means that there is no learning difficulty or disability


Reports received from e.g. doctors, educational psychologists, special needs teaching service, speech and language therapists may recommend specific support.


We always take into account information given by parents.  If you are concerned about your child, talk to the class teacher. The class teacher will then discuss these with the SEN Co-ordinator. 


We listen to concerns expressed by the child.


Teachers will liaise with the SEN team for any child they are worried about.  Appropriate next steps for the child will be planned for and parents are actively encouraged to be involved in the decision making process.  Everything we do has the child's best interests at heart.


At Rolleston we are committed to safeguarding our children

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