Monitoring progress
Monitoring progress
Read more about how the Early Years, schools and post-16 education settings do to monitor your child or young persons progress and development.
For more information, visit York SENDIASS.
Early Years
Early Years providers record the following to monitor a child’s progress and development:
- development matters
- baseline assessments
- tracking documents
- screening tools, for example The Communication Toolbox
- working collaboratively with parents, for example, ‘wow’ moments
- early Years Support Development Journal
- what to expect and when
- ongoing observations and assessments
- assess, plan do and review cycle
- identification of SEND
- my agreed outcomes (MAO)
- my Support plan (MSP)
- Education, Health and Care Plan (EHCP)
- consideration and dialogue detailing child’s next steps
Parent carers are involved in the planning process in the following ways:
- contributions to sections in child’s MSP
- working with providers on child’s My Agreed Outcomes MAO
- reviewing child’s progress in ‘What to Expect and When’
- regular ongoing dialogue between provider and family
- supporting the home learning environment through regular information sharing
- regular meetings both formal and informal
- recording outcomes and sharing positively with family
- workshops, open days and promotion of national events, for example ‘World Book Day’
- dialogue and support for their child’s transitions
At school
School’s record the following to monitor a child’s progress and development:
- details of special educational needs
- any additional or different provision they make
- the impact of any SEN support
- outcomes
- teaching strategies
- involvement of specialists
- involving parents in planning and reviewing progress at school
Parents are involved with reviewing progress in the following ways
- they should receive an annual report on their child’s progress
- most schools provide more regular reports for parents on their child’s progress
- school should hold regular discussions with parents about their child’s progress, expected outcomes and next steps
- the school should meet up with parents at least 3 times a year (this can provide the school with information on the impact of Specia Educational Needs support outside school and any changes to the child’s needs)
- discuss activities and support that will help the child achieve outcomes
The views of the pupil should be included in any discussions.
Post-16 education settings
The student's college will keep a record of the following to monitor a young person’s progress:
- information to evidence Special Educational Needs (SEN) support and its effectiveness
- what additional or different provision they make to meet a students SEN
- information about the students SEN, interventions made and the support of specialists
This information will be used as part of regular discussions with the student and their family about progress, outcomes and planned next steps
Reviewing support at college
The effectiveness of support should be reviewed regularly, and the college should take into account:
- progress and changes to the young person’s ambitions and aspirations
- the college and young person should jointly plan any changes to support
Colleges should revisit this cycle of action refining and revising their decisions about support as they gain a better understanding of needs and what is effective in securing good outcomes.
Support will be reviewed if the young person does not have an Education Health Care (EHC) plan.
If the young person does have an EHC plan it must be reviewed every 12 months and this must include a review of the students support.