Identification, assessment and planning

Our starting point is to have a “listening” conversation with parents/carers before children start school: we know that parents are the first educators of their child – we need their knowledge to plan effectively. We ask whether parents/carers have any concerns about their children – for example, if they have a disability, special need or medical need. This helps us to plan how we will support their child once he/she starts school. If a child has attended a Nursery school or Children’s Centre we use the information they provide to plan the best programme of support.

For children already at Brookfield, we actively monitor the progress of children, both academically and behaviourally, through teacher’s assessments and observations of pupils over time across settings to support our identification of needs. For academics, we assess pupils regularly and children who are below the expected level, or those who are making slower than expected progress, are discussed at pupil progress review meetings, held four times per year. The behaviour of children is also discussed in these meetings – at Brookfield we monitor behaviour weekly in line with our Behaviour Policy.  In pupil progress reviews, interventions are discussed to support children not making expected progress and following these meetings the SENDCo plans interventions for the next eight weeks. Over the eight weeks, children receive targeted support delivered by the class teacher or through additional interventions delivered by a Learning Support Assistant. Interventions are then reviewed at the following Pupil Progress Review meeting and at this time, the teacher may be advised to complete a SEND Consultation Referral Form to begin assessing if a child has a SEND.

Parents are also welcome to discuss any concerns they have with the school’s SENDCo or their child’s class teacher.  We will be happy to set up a meeting to discuss your concerns and outline ways we can provide further support to your child.

Following a completed SEND Consultation Referral Form or a parent concern, the SENDCo will meet with the parents and class teacher to discuss the child and consider whether to make a referral for more specialist support (e.g. speech and language therapy, occupational therapy) or whether to put in additional or different school based support. Parents and carers will be kept informed throughout this process and we seek parental consent before making a referral to a specialist SEND services.

We take great care to establish whether lack of progress is because a pupil has English as an additional language (EAL), for example by talking to the child (and parents) in her/his home language.

We follow Camden’s guidance for the identification of SEND. We are committed to personalised planning and regular assessment and review to make sure that your child makes progress. Please see below an attachment of our Flow Chart showing how we work with parents at each stage of identification, assessment and planning.

FREQUENTLY ASKED QUESTIONS (How we identify, assess and plan support)

Q: How will I find out if the school thinks my child needs additional support?
A: Your initial conversations will be with your child’s class teacher. The teacher will discuss your child’s strengths and areas to develop at Open Evenings or in individual meetings. At times, the teacher may let you know that they would like to seek advice from the SENDCo. You will meet with the class teacher and the SENDCo and together we will discuss ways that we can support your child. A meeting with Katherine does not mean your child has a Special Educational Need – initial meetings are usually to discuss classroom strategies to support your child. If you are asked to come to a meeting and have additional questions, please do not hesitate to email Katherine at

Q: If my child has been assessed as having a SEN, what happens next?
A: We monitor the progress of all children four times a year at Pupil Progress Review Meetings and meet with parents at two Open Evenings each year. If children are identified as having a SEND, teachers continue to monitor the child’s progress and parents are invited to three additional meetings per year – SEND Planning Meetings – with the class teacher and SENDCo. At these meetings, the child’s Individual Provision Plan acts as the agenda: we review, the child’s strengths and area(s) of need, their progress towards National Curriculum targets and personalised learning targets, review and plan further interventions, and listen to the concerns of the parents/carers and child.

Q: Will my child have a personal plan?
A: All children on SEND Register will have an Individual Provision Plan; please see attached example.

Q: What should I do if I think my child has a SEN?
A: You should contact the school and ask to talk to your child’s class teacher. S/he will then talk to the SENDCo about possible next steps. The SENDCo will always talk to you about your concerns and may begin an assessment of needs. If there is an agreement that your child has a special educational need the school will work with you to plan a programme of support.

Q: What if the school thinks my child needs a formal assessment and I disagree?
A: At Brookfield, we know that children make the most progress when the parents and school work collaboratively to support a child. If you do not agree with the school’s recommendation for a formal assessment, we welcome you to reach out to our Governing Body to discuss your concern.