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How will I know if my child is making progress at school?

For all children, whether or not they have difficulties in learning, schools should have a clear set of targets for your child and should be able to tell you what they are doing to help your child reach those targets.

I am worried about my child’s progress. Should I be concerned?

Children do learn at different speeds and most make progress in ‘bursts’, moving on quickly after a slower period. This can make it difficult to know when to take further action, such as providing extra teaching or getting an assessment to find out if there are some underlying difficulties in learning which need to be addressed.

What support should my child receive if a Special Educational Need such as dyslexia has been identified?

Ask the school secretary for a copy of the school’s information report and special needs policy and then make an appointment to talk to the class teacher. 

If SEN is identified, the school should be aware of implementing a ‘graduated approach’ with the use of evidence-based interventions.

Should my child have ‘Additional SEN Support’?

Additional SEN support may be required if the pupil/student learns at a slower pace than their peers, even with appropriate differentiation. 

When should I expect to receive an update on my child’s progress?

A clear set of expected outcomes - including stretching and relevant academic and developmental targets - should be put in place. Progress towards these outcomes should be tracked and reviewed with the parent at least termly.

Can you arrange for my child to be assessed for dyslexia?

If you or your school teacher believes your child has dyslexia then they should speak to the school SENCo who can arrange a referral to a local authority or independent education psychologist (such as those registered with Dyslexia Action) for an assessment.

Additional questions you may like to ask

  • Who is the school SENCO?
  • How will your child’s teacher/school know if your child has special educational needs or a disability?
  • How do you know that provision is effective?
  • How does the school develop its overall teaching and adapt its curriculum for children with special educational needs and/or disabilities?
  • How do they know if your child is making progress towards their targets?
  • How do they ensure your child has a successful transition between key stages and schools?
  • How does the school secure additional services and expertise?
  • How can you contact these services?
  • What additional expertise does staff have on dyslexia?
  • What does the ‘School Offer’ look like?
  • What can I do to help my child at home?
  • What help can a dyslexic pupil be offered for tests and exams?

Did you know?

Assistive technologies help with everyday literacy and organisation tasks from reading or writing to planning or making calculations.