Reviewing progress

Schools should have a system in place to monitor the progress of all learners, and this should identify when a differentiated curriculum on its own is insufficient to ensure satisfactory progress.

For pupils with an IEP targets will have been set, with a termly or more frequent review process built in. Parents/carers and pupils should be involved in these reviews.

In addition to IEP reviews the needs of pupils who have a statement of special educational needs are formally reviewed on an annual basis. It is the responsibility of the head teacher to arrange this, and the way in which it should be done is described in the SEN Code of Practice. It will normally involve seeking advice from agencies outside the school, and if there have been significant changes in the pupil’s needs since the statement was made, a revised statement may be issued.

Deciding whether progress is satisfactory

In each individual case a judgement will have to be made about what constitutes satisfactory progress. All pupils will progress at different rates so a decision has to be made about what it is reasonable to expect for a particular pupil. The Code suggests that adequate progress could be defined as that which:

• Closes any attainment gap with the pupil’s peers
• Prevents any gap growing wider
• Is similar to that of peers starting from the same baseline, but less than the majority of peers
• Matches, or betters, the pupil’s previous rate of progress
• Ensures access to the full curriculum
• Demonstrates an improvement in self-help, social, or personal skills
• Demonstrates improvements in behaviour
• Is likely to lead to appropriate accreditation
• Is likely to lead to participation in further education, training, or employment

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• The Code of Practice (from communication & collaboration)
• Meeting expectations
• Assessment against targets

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Class or subject teacher

SENCO

Head teacher

School Governor

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Involving pupils and parents in reviews	Meeting expectations	Assessment against targets