The school identifies need at the earliest point and uses a range of assessment tools (including observation) to support learning needs through appropriate evidence based interventions. They understand CYP with PD may learn differently from others and that they may have different (or fewer) early learning experiences or knowledge of the world than their peers. The school understands CYP with PD may have additional needs arising from their diagnosis (e.g. epilepsy, specific learning difficulties) or from other conditions (e.g. visual/hearing impairment) and may be at risk of poor SEMH.

The school actively listens to, enables and responds to parents. It communicates with parents about identifying and assessing their child's need over time

The school actively listens to, enables and responds to feedback and opinion from CYP with PD about what works for them. It uses this information to make changes which enhance curriculum access and participation.

The school knows how to access external professionals and sources of information such as Specialist Teachers of PD, Education Psychology, Physiotherapy, OT, Wheelchair Services, Social Care, CAMHS, Specialist IT Support, and any voluntary and independent sector organisations. It works effectively with these professionals to identify and assess need over time.

Teachers assess and analyse progress using a range of assessment tools (including technology, assistive technology and appropriate software) to support judgements about how CYP with PD are progressing against age, subject and year group expectations.

The school demonstrates flexibility in making adjustments as necessary (to curriculum content and delivery, assessments, activities, lessons, timetables, homework) to accommodate the requirements of CYP with PD and their equipment

CYP with PD make good progress from their starting points. The quality of teaching and learning for CYP with PD is good. Teaching, assessment, homework and learning tasks are appropriately differentiated and modified to suit the strengths and needs of CYP with PD. Gaps in learning and knowledge are identified and appropriate, evidence based interventions are implemented. Withdrawal from class is kept to a minimum

The school is proactive in working with CYP with PD and their families to develop appropriate information and communication plans for peers. Relationships with peers are supported and developed as appropriate. The individual pupil voice is heard, recorded and responded to

Robust back-up systems are in place and speedily implemented to support CYP with PD when regular staff are not available. The school actively engages with CYP with PD and their families to ensure their input into information to be shared with school staff. Training about a CYP with PD's needs and their impact on learning is provided for all teaching and support staff (including lunchtime supervisors, office staff and drivers) on a need to know basis.

The school safeguards the wellbeing of CYP with PD

Transition into school is well planned for CYP with PD

CYP with PD achieve positive outcomes. The curriculum addresses the physical needs of CYP with PD in addition to their learning needs (including communication, life skills, and social, emotional wellbeing). Through reflection and taking part in thoughtful, wide-ranging experiences with peers, CYP with PD make good spiritual, moral, social and cultural (SMSC) development. They enjoy learning about themselves, others and the surrounding world.

The school is flexible and proactive in making adjustments and including therapeutic goals in activities, lessons, and timetables as appropriate. It promotes the use of alternative recording and communication systems

Opportunities to develop and strengthen independence are actively sought, are embedded throughout all school activity, and progress is celebrated. The school provides opportunities for CYP with PD to meet others with PD (and similar needs) to share interests and experiences. The school involves CYP with PD in setting long-term goals and outcomes. There is a clear focus on Planning for Adulthood (PfA) outcomes in an individual's planning

The school safeguards the wellbeing of CYP with PD within school policies, procedures and risk assessment. They understand the legal framework of Manual Handling Operations Regulations 1992, as amended by the Health and Safety Regulations 2002 and Health and Safety at Work Act 1974. The school recognises that CYP with PD may be vulnerable to teasing and bullying (including cyberbullying), stress, anxiety and depression

The school is forward-looking and ensures all CYP with PD are prepared for the use of 21st Century technology across all learning activity

The school prepares CYP with PD for the challenges they will encounter in their adult lives and when not in school. The school knows about the range of Post-16 pathways that are available including FE colleges, apprenticeships, supported internships, and traineeships.