Q5: How will the school let me know if they have any concerns about my child's learning in school?

• Contact via the class teacher in the first instance.
• Scheduled Parents Evenings.
• Termly review meetings and Annual Reviews (where needed).
• Graduated approach to learning difficulties, using the 'Plan, Do, Review' model.
• Open Door Policy of School.
• SENCo advice and coordination.

All children's progress, including those children with special educational needs and disabilities, is tracked using the school's assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised tests.

In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child is making small steps of progress. In addition for children with special educational needs we also set individual targets that are reviewed at least three times a year. This helps the school to monitor how well interventions are working. The progress each child is making is discussed at pupil progress meetings with the class teacher, phase leader (assistant head) and SENCo.