Early Assessment

Identification and assessment 

At Hummersknott Academy, we recognise the importance of early identification of SEND need as we believe that early intervention and response improves long-term outcomes for our pupils.

The academy accepts that whilst some pupils can be identified as having special educational needs at an early age, other difficulties may emerge over time. Staff regularly assess pupil progress and are aware of the possibility of emerging difficulties.

The offer of special educational provision will be based on information received from previous schools as well as Hummersknott Academy’s own data.  In deciding whether a pupil has special educational needs, information will be gathered from the following sources:

• liaison with primary schools

• outcomes from baseline assessments

• concerns raised by parents and carers, the pupil and outside agencies

• standardised screening or assessment tools

• specialist assessment by outside agencies

• ongoing assessment and monitoring from subject teachers to track pupil progress

• behaviour, engagement and attendance data analysis

Some students with special educational need may require short-term intervention whilst others may require longer-term support – all provision will be monitored and regularly reviewed in consultation with parents, carers and students.

If the academy has evidence that a pupil has a disability (as defined by the Equality Act 2010) the academy will ensure that necessary reasonable adjustments (including the provision of auxiliary aids and services) are in place to ensure that the student can participate fully in school life.

Special educational needs and disabilities are broadly categorised into four key areas (see Areas of Need page for further detail):

• Cognition and Learning

• Communication and Interaction

• Social, Emotional and Mental Health Difficulties

• Sensory and/or Physical Needs

Students with special educational needs by area of need (September 2025)