Assessing SEND

Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Pinner Wood School we ensure that assessment of educational needs, directly involves the learner, their parents/carer and their teacher. The Special Educational Needs Co-ordinator (SENCO) will lead, coordinate and support the identification of barriers to learning. 
For some learners we may want to seek advice from specialist teams. In our school we have access to various specialist services. We have access to services universally provided by Harrow Council, which are described on the Local Offer website available 
* Educational Psychologist 
* Speech and Language Therapist 
* Play Therapist (Faraway Trees Play Therapy) 
* Forest School 
* Bereavement Counsellor 
* We also employ 34 Learning Support Assistants co-ordinated by our SENCO.
We in partnership with Harrow’s Children’s Sensory Team (CST) to meet the needs and access requirements of children and young people with hearing impairment and /or vision impairment. The CST provides training for our school staff and support for pupils with sensory impairment and their families. Pupils are supported according to their level of need and we use the teaching and learning strategies provided by the CST to ensure that we improve outcomes for pupils with sensory impairment.
How do we find out if this support is effective? 
Monitoring progress is an integral part of teaching and leadership within Pinner Wood. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. The Inclusion Leader collates the impact data of interventions, to ensure that we are only using interventions that work. 
We follow the ‘assess, plan, do, review’ model outlined in the Code of Practice 2015 and ensure that parents/carers and children are involved in each step. Each child with SEND will have an SEN Support Plan, written with parents and pupils, with outcomes and targets which are reviewed half termly. A ‘What Works Wheel’ will be written by the teachers, teaching assistants and the child to ensure pupils are consulted about what works best for them in their education.Children, parents/carers, teachers and LSAs will be directly involved in reviewing progress. Targets and outcomes are shared with parents. 
Education, Health and Care Plans
What happens if my child with SEN makes very little progress at school?
Where a child with SEN continues to make very little progress at school despite the support provided by school’s SEN provisions including external support and advice, and there is evidence that a child has severe and persistent needs that cannot be met within the resources ordinarily available to school, we will ask the Local Authority to undertake a statutory assessment of the child’s SEN.
If a learner has an Education Health and Care Plan (EHC plan,) frequent review conversations take place, but the EHC plan will also be formally reviewed annually and a report written by all professionals and the parents. Pupils are also invited to take part in their Annual Review in a range of ways appropriate to individual needs.
Progress data of all learners is collated by the whole school and monitored by teachers, senior leaders and governors. We are also moderate our data with local schools to ensure that our judgements stand up to scrutiny. Our school data is also monitored by the Local Authority and Ofsted. 

Headteacher – Mrs D Spruce
Latimer Gardens, Pinner, Middlesex, HA5 3RA
Telephone No: 0208 868 2468
Fax No: 0208 429 1629

E-mail: office@pinnerwood.harrow.sch.uk