Menu
Home Page

Learning Support - Special Educational Needs

Special Educational Needs

 

Definition of Special Educational Needs and Disability

 

At different times in their school career, a child or young person may have a special educational need.

 

The Code of Practice September 2014 0 - 25 defines SEND as:

 

“A child or young person SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a person has a learning difficulty or disability if they:

 

have a significant greater difficulty in learning than the majority of others of the same age: or

have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools mainstream post – 16 institutions.”

 

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to learning.

 

The Equality Act 2010 definition of disability is:

 

A person has a disability for the purposes of this Act if (s) he has a physical or mental impairment which has a substantial and long–term adverse effect on his ability to carry out normal day-to-day activities.”

 

Identification of SEND

 

Pupils with SEND are identified as early as possible through a range of strategies, which include:

 

Ø New entrants to the School who are already known to have SEND;

 

Ø Concerns from parents;

 

Ø Staff identifying pupils for assessment;

 

Ø Pupils causing concern;

 

Ø Pupil Progress meetings;

 

Ø Referrals or concerns from outside agencies.

 

Learning Support Register

 

A register of children with SEND will be maintained by the SENCO. This will include details of individual needs and the provision provided.

 

The Stages of SEND Support

 

Stage 1 – Pupil Causing Concern

 

This category consists of pupils who may be causing a concern due to a lack of progress, behavioural or emotional concerns or a change in circumstances (e.g. at home) which may affect their learning. It is expected that their needs can be met through appropriate differentiated learning activities and opportunities which can be provided by the teacher, utilising any additional support available within the classroom. It is expected that in many cases high quality first teaching delivered by the appropriate member of staff will address the personalised learning needs of the individual pupil at this Stage.

 

Stage 2 – SEND Targeted Support (Previously School Action)

 

These children will have a Learning Support Plan and be placed on our Learning Support Register and parents will be informed. The needs of these children will be met through specific group or individual interventions which are different to or in addition to the Stage 1 support. These interventions will be school based and provided through the School’s resources. Each teacher is responsible for evaluating the current learning strategies and either devising different learning opportunities and strategies or consulting with the SENCO and SEN Panel.

 

Stage 3 – SEND Targeted Support Plus (Previously School Action +)

 

These pupils will require a higher level of support and involvement of additional adults/resources which is likely to be sustained and/or substantial. It is likely that external services, both Local Authority and other outside agencies, will have deeper involvement.

 

The triggers for SEND Targeted Support Plus would be if a substantial need arises or the pupil is in receipt of an Individual Plan and he/she:

 

Ø Continues to make little or no progress in areas of difficulty;

 

Ø Is working well below National Curriculum expectations for their age;

 

Ø Has significant difficulties with literacy and numeracy skills;

 

Ø Has social, behavioural or emotional difficulties affecting their own learning or that of other pupils;

 

Ø Has medical, sensory or physical needs requiring specialist equipment, advice or support from a service or agency;

 

Ø Has continuing communication or interaction difficulties that prevent social relationships and/or impedes their learning or that of other pupils.

 

These children will have a Learning Support Plan and be placed on our Learning Support Register and parents will be informed.

 

Stage 4 – Education, Health and Care Plan (EHCP)

 

If a child has lifelong or significant difficulties affecting their education a referral may be made for an Education, Health and Care Plan. This Statutory Assessment process will combine information from a variety of sources, which may include:

 

§ Parents/Carers/Guardians;

§ The child;

§ Teachers;

§ Teaching Assistants;

§ Social Care;

§ Educational Psychologists;

§ Health Professionals.

 

Information will be gathered relating to the impact of current provision provided and consideration of the action points already taken. A decision will be made by a group of people representing appropriate agencies (e.g. education, health and social care services) about whether the child is eligible for an EHCP. If agreed then the Local Authority will issue an EHCP.

 

Once the EHCP is completed and agreed it will be kept as part of the pupil’s formal record and reviewed at least annually. The Annual Review enables provision for he pupil to be evaluated and, where appropriate, for amendments and/or changes to be made to the support provided.

 

Parents/Carers/Guardians have the right to appeal against a decision not to initiate an assessment leading to an EHCP or against the content of the EHCP.

 

The Process of SEND Support

 

Where it is determined that a pupil is either at Stages 2 or 3 parents will be formally advised of this and their child will be added to the Learning Support Register. The aim of formally identifying a pupil is to help ensure that effective provision is put in place to remove or reduce any barriers to learning.

 

SEN support consists of a four-part process

 

Assess → Plan → Do→ Review

 

This is an ongoing process to allow for the provision to be evaluated and refined as appropriate to the needs of the individual pupil.

 

Assess

 

This involves analysing the pupil’s needs incorporating the class teacher’s assessment of concerns, previous progress and attainment and where appropriate, the views of parents/carers/guardians and the pupil him/herself.

 

Barriers to learning should be clearly identified and any support or intervention carefully planned for and evaluated to ensure those barriers are reduced or removed.

 

Plan

 

Planning will involve consultation between the teacher, SENCO, SEN Support Panel and where appropriate parents to agree the adjustments, interventions, support that are required and the expected outcomes. Where outside agencies are involved their advice and support will be sought and their recommendations taken into account when planning appropriate support.

 

All those working with the child will be informed of the individual needs, the planned support and any particular teaching strategies and approaches that need to be used.

 

Do

 

The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even when interventions may involve group or one-to-one support away from the class teacher. They will work closely with Teaching Assistants to plan and assess the impact of support and interventions. Additional support and advice will be available from the SENCO.

 

Review

 

Reviews of a child’s progress will be made regularly. The review process will evaluate the impact of the support and/or interventions. It will also take account, where appropriate, of the views of parents and the pupil. Adjustments and amendments to the Plan will be made as appropriate.

 

 

 

SENDCO

 

Our Special Educational Needs Co-ordinator is Miss J Bigford. She can be contacted via the office.

 

The Special Educational Needs Co-ordinator (SENCO) is responsible for ensuring that:

 

Ø The School’s SEND Policy is up-to-date;

 

Ø The School has appropriate provision to meet the needs of all pupils;

 

Ø The SEND funding is spent appropriately;

 

Ø Necessary support is available to pupils with SEND so they can achieve their full potential.

Special Educational Needs and Disabilities Policy

Annual SEND Report

 

 

Local Authority Offer

Top