All teaching staff make regular ongoing assessments of progress of all pupils in school. These can take many different forms in order to build up an accurate assessment profile. Each term, formal assessments are recorded, and these alongside informal assessments in class support teachers in identifying quickly any children making less than expected progress.
Through conversations with parents and the children, the best support is  identified and put in place to best suits the needs of the child.

Initially additional intervention might  be put in place, alongside the high quality differentiated curriculum. This intervention can include:

- Additional guided group sessions in maths, writing or reading
- Additional small group work with a Teaching assistant
- 1:1 work for short periods of time
- Focused teaching on gaps or misunderstandings by the class teacher or teaching assistant

If there continue to be concerns by staff and /or parents and children, Mrs Roberts, as SENCO will work alongside all concerned to discuss all the information gathered on progress. A decision will then be made as to the best way to support the child in school. Parents are involved at all stages of decision making.

At present, support in school is called ‘School Action’ or early intervention. This may be provided through additional sessions with a Teaching Assistant and may involve helping the child to understand particular concepts, programmes to improve maths and literacy skills, or development of general learning strategies and skills which can be applied across the curriculum. This support may be provided individually or in small groups.

Where there is a higher level of need, or increasing concerns about a pupil, after consultation with parents and carers, we will involve other agencies for support. In school this is called ‘School Action Plus’ or ‘School Intervention’   The list of other agencies we work with is detailed in the About Us section. Following detailed assessments, using school progress records, parental views  and the outcomes of any assessments from external agencies, an Individual Education Plan is written. Specific targets are set, and a programme of work established. Targets on IEPs are reviewed each term with the SENCO, staff, parents and children. New targets are set following the review and progress recorded. If it is relevant, risk assessments or Individual care plans will be written to ensure all medical needs are supported in school and all children with special needs are safe in our care.

Where, despite careful planning, action and review, the child continues to made little or no progress, we would work alongside the parents to consider whether a request  for an Education, Health and Care needs Assessment should be submitted to the Local Authority.

Pupil Voice

At High Ercall, we value the opinion of our pupils and allow regular opportunities for the children to discuss their learning. Children are able to elect peers to be part of our School Council so ideas and opinions can be shared.
Circle Time happens within all of our classrooms and is an opportunity for children to share their ideas with their class mates. This activity may be incorporated for any subject but will occur weekly.
Parents Voice

Parents are welcomed into school and will have the opportunity to attend a parent – teacher meeting each term by the Key Stage Two class teachers where they can ask questions about their child(s) school life and have the opportunity to share information.
Parents are welcome and encouraged to be involved with the High Ercall Friends group. Parents are regularly informed of events within school through the Weekly newsletter and the website There is always a member of the senior school staff available on the school playground before and after school to listen to parents’ views.