Class teachers should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to any recent assessment information.
Assessment through teaching, observation and tracking progress is a starting point for identifying SLCN needs where children arrive in school having not had any history of SLCN. Assessment can also include a range of screening tools and standardised assessments. An example of a screening tool can be found here.
It is important to know the child or young person’s interests, strengths and any barriers to their learning in the classroom and school. Key to successful planning and outcomes is listening to the voice of the child or young person and ensuring pupils are involved in the development and evaluation of strategies used in the classroom. Talking to parent carers is also vital to gain a full understanding of what works for a pupil, as well as seeking advice from the school SLCN Lead and SENDCo.
All this information enables classroom staff to plan appropriate teaching adaptations, reasonable adjustments and targeted interventions that can be delivered within class through the curriculum.
Systems will also need to be in place to support young people to consider and share their states of emotional wellbeing and in other areas of their development.