Looking for something in particular? We would usually expect that if you find it a chore because it takes a long time, CASPA has other options that would make it easier for you. This article aims to highlight the various approaches to recording results in CASPA plus a few hints and tips to set you on your way. Pre-flight checks We are constantly improving CASPA, so it is well worth ensuring you are always running the lastest version.
What are you looking for? Sharnbrook Primary Mission Statement We aim to create a school community in which every child matters and thrives. We provide each child with the opportunity for growth — personal, emotional and intellectual. We aim to ensure that every child fulfils their potential and has the opportunity to excel.
At Sharnbrook John Gibbard Lower School we all work together to create an exciting and stimulating learning adventure for everyone. Their progress will be reviewed formally with the Head teacher and SENDCo every term in reading, writing and numeracy.
If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail — breaking learning down into smaller steps PIVATS — Performance Indicators for Value Added Target Setting. At the end of key stage 1 i. This is something the government requires all schools to do and are the results that are published nationally.
Where necessary, children will have an IEP based on targets set by outside agencies specific to their needs. Targets will be designed to accelerate learning and close the gap.
Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan next steps made. The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.
Regular book scrutinies and lesson observations will be carried out by the SENDCo and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
Externally there are textured paving slabs for additional safety. This may involve things like using more practical learning, using IT.
Speech and Language therapy. This means a pupil has been identified by the SENDCo or class teacher as needing some extra specialist support in school from a professional outside the school.
You may be asked to give your permission for the school to refer your child to a specialist professional, e. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
This type of support is available for children whose learning needs are severe, complex and lifelong. This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Your child will also need specialist support in school from a professional outside the school. This is a legal process which sets out the amount of support that will be provided for your child.
If they do not think your child needs this, they will ask the school to continue with the current support.1 Aughton Town Green Primary School. Special Educational Needs and Disability Policy. January This policy complies with the statutory requirement laid out in SEND code of Practice 0 – SUBJECT KS2 PROGRESS (ALL) KS2 PROGRESS (without PIVATS) FLOOR STANDARD NATIONAL Reading - - - 5 TO 5 Writing TA W - 7 to 7.
Advice only All Areas Reading Writing Mathematics Attention & Listening Seeking for the child(ren)? Levels (in relevant curriculum areas) Include PIVATS scores.
Specific Reason(s) for Referral: Please return the completed for to Celia Wright, Head Teacher, at Sunningdale School via email, Post or Fax to Check BoxCheck BoxCheck BoxCheck.
in the writing of the School Self Evaluation and Improvement plan and to measure. 2 in the school and provides an external check on the work of the school. Currently these systems include Entry Level 1, 2 and 3, ASDAN, RAPA and AQA units.
• All new pupils are assessed on the PIVATS scale and this information used to. These are brilliant. The only thing I would request is - I use these with my children who are really low ability to check what they can do before I start supporting them.
Assessing and Tracking Progress. Children are tracked through their reading, writing and maths development by what they write down, through careful observation of what they can do, how they interact with others and how they explain what they know.
Teachers use this on a daily basis to know and check pupil understanding and progress.