Understanding Children’s Individual Needs

At Madginford Primary School, we believe that early identification of needs helps us provide the right support at the right time.

Every child develops at their own pace, and we recognise that children may need different approaches, resources or adjustments to help them access learning, develop confidence and achieve their potential.

Our approach is based on understanding the whole child — their strengths, interests, aspirations and any barriers they may experience.

How Do We Know a Child May Need Additional Support?

Children’s needs may be identified through a range of information, including:

Ongoing Observation and Assessment

Teachers regularly observe children and assess their progress across all areas of learning.

We consider:

• progress over time;
• how children access the curriculum;
• their confidence and independence;
• communication and interaction;
• social and emotional wellbeing.

Conversations with Children

Children’s views are important.

We talk to children about:

• what they enjoy;
• what they find easy or challenging;
• how they like to learn;
• what helps them feel successful.

Working with Parents and Carers

Parents and carers know their children best. We value information about:

• development and experiences outside school;
• strengths and interests;
• concerns or changes noticed at home;
• strategies that work well.

Professional Advice

Where appropriate, we may seek advice from external professionals, such as:

• Speech and Language Therapists;
• Educational Psychologists;
• Occupational Therapists;
• specialist teachers;
• health professionals.

What Happens If We Identify a Need?

If a child is identified as needing additional support, we work together with families to understand:

• what the child is good at;
• what barriers they may experience;
• what support will help;
• what outcomes we want to achieve.

Support is planned through the Assess, Plan, Do, Review approach.

The Assess, Plan, Do, Review Approach

Assess

We gather information from:

• observations;
• assessments;
• the child;
• parents and carers;
• teachers;
• professionals where appropriate.

Plan

We agree:

• outcomes for the child;
• strategies and adjustments;
• how support will be provided.

Do

Support is put into place through:

• classroom approaches;
• targeted interventions;
• personalised strategies;
• specialist advice where needed.

Review

We regularly review:

• progress made;
• what is working well;
• children’s views;
• parent feedback;
• next steps.

SEND Support is Based on Need, Not Diagnosis

A child does not need a medical diagnosis to receive support.

At Madginford, we focus on identifying barriers and providing the support that helps each child succeed.

Some children may receive additional support for a period of time, while others may require longer-term support.

Working in Partnership with Families

We believe the best outcomes happen when school and families work together.

Parents and carers are encouraged to:

• share information and concerns;
• contribute to support plans;
• attend review meetings;
• celebrate progress and achievements.

If you have concerns about your child’s development, learning, communication or wellbeing, please speak to your child’s class teacher in the first instance or contact our SEND team.

Contacting Our SEND Team

SENDCo: Mrs S Farrell
School Office Email: office@mps.kent.sch.uk
Telephone: 01622 734539

At Madginford Primary School, we believe that knowing every child well enables us to remove barriers, celebrate strengths and help every child flourish.

Every child. Every opportunity. Every success.