Please refer to our SEND policy within the policy section of our school website for further detail and clarification.
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
As a school we have clear arrangements for identifying, assessing and supporting children with SEND, based upon the SEN Code of Practice.
In the main it will generally be the class teacher/adult working in school or parent who may have identified initial concerns. We adopt an “assess, plan, do and review” graduated approach and are proactive in terms of making referrals for assessment. Any concerns should be directed appropriately to the class teacher and SENCO (Special Educational Needs Co-ordinator). In consultation with parents and appropriate staff it may be deemed appropriate to:
Initiate a short note as a first step
Make a specific referral to outside agencies
Undertake a specialist assessment
Instigate an individual support plan
Monitor and review closely for a defined period of time.
Try a variety of different approaches
It is vital that as a school we continue to take a reflective approach in terms of identifying any specific provisions made and ensuring that wherever possible the impact is measured in concrete terms. It is possible to do this through:
Gathering views from pupils and parents
Measuring progress (both academic and social) made at key points/intervals
Regular monitoring by the Senior Leadership Team
Identifying specific development needs, such as training and resourcing.
As a school national curriculum testing is used at the end of specific key stages and year groups within school. This data is then used to analyse how well different groups of children are doing compared to each other. This data also allows us to identify how well our children do compared to national and local authority results, allowing us to benchmark attainment within our school compared to similar schools. Key analysis and observations and judgements are then linked to whole school development planning.
At the end of Year 1 all children undertake a statutory phonics screening test. This test is designed to identify which children have attained a level in terms of phonic knowledge which is deemed to be appropriate for a typical Year 1 child when compared nationally. Those children who have not attained the required level in Year 1 have a further opportunity to take the test in Year 2.
Termly reviews also allow us a valuable opportunity to share and disseminate significant information from parents, carers and professionals from other agencies.
It may be that when your child joins us they have already attended previous education settings. It is vital that records about your child are shared with us if we are to continue to meet their needs and ensure that maximum progress is made.
As a regular and continuous part of the teaching and learning process, all staff assess the progress and attainment of all pupils. As a school we have pupil tracking systems that allows us to map the progress of each child and to analyse the attainment and progress over time of individual and groups of children. Progress trackers are generally updated termly and dedicated staff time is given over to allow this to happen.
All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs.
Where children are accessing external support from one or multiple agencies particularly those children who have a statement/individualised plan, they should receive a highly personalised programme fully incorporating and detailing all external advice. This will often mean they access one to one support or are withdrawn from class to access particular provisions from outside agencies. Particular tools and methods are recommended and school staff, with guidance, implement this advice and track the impact of this in reducing/removing barriers for the child. Sometimes this sort of provision is implemented through a multi-agency approach.