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Assessing Progress Towards Outcomes

In all circumstances, Early Years’ settings, schools, colleges and other providers should ensure that the quality of provision is reviewed regularly and its impact on children with special educational needs and disabilities (SEND) monitored.

Age and prior attainment are the starting points for developing expectations of pupils’ progress

All education providers have an obligation to do the following:

  • Continually monitor and review pupils’ progress on a regular basis and seek to identify pupils making less than expected progress given their age and individual circumstances
  • For pupils in Year 1 and above, but not at National Curriculum levels, schools must use a more sensitive assessment tool to show smaller, but significant steps of progress
  • Formally assess pupils at the end of each key stage (i.e. at the end of year 2, year 6, year 11) using Standard Assessment Tests (SATS) or public examinations. This is something the government requires all schools to do and it is these results that are published nationally
  • Undertake a formal Annual Review of the progress of pupils with a statement of SEND/EHC Plan, which should include all adults involved with a pupil’s education
  • Ensure that the SENCo checks that your child is making good progress with any individual work and any group in which they participate.




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