Provision for Pupils with Special Educational Needs (SEN)

All children are treated as individuals and the class teacher, alongside key support staff, plans an appropriately adapted curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resources. Our curriculum allows children to achieve life-long knowledge and skills across the full breadth of subjects and allows them to be equipped with the communication skills and personal attributes to enable them to be successful global citizens. In every subject, scaffolds are in place to allow all children to access learning at a level which is appropriately challenging for them. 

Children are assessed and additional needs identified at the earliest stage on entry into school, and thereafter they are regularly assessed and monitored.   These assessments are made to ensure children are on track to meet their individual targets and that planning and teaching accurately addresses their needs.   Some children receive extra individual or group support from either a Teaching Assistant, who liaises with the SENCo and class teacher, the class teacher themselves or an external provider. The SENCo monitors and reviews progress regularly with staff and the Headteacher. 

Children are involved in the setting of personal targets.  Parents are vital partners in the child’s learning journey through school and are invited to attend regular review meetings about their child’s progress.  Parents are always encouraged and expected to engage in supporting learning in different ways, such as targeted homework and regular reading at home.   

The school works alongside, and seeks support from, other agencies where required to maximise learning opportunities and unlock children’s potential e.g., Child and Adolescent Mental Health (CAMHS), Speech and Language therapy, Physiotherapy Service and the School Nursing team. We have close links with Local Authority services such as the SEN Inclusion Team, Educational Psychologists and school improvement. We offer cluster-based services including family outreach workers and access to Parent Partnership services. Links are maintained with the local high schools to ensure a smooth transition between the different stages of education.

The SENDCo, supported by school staff working with the child, may make an application for an Educational Health and Care Plan (EHCP) to support a child’s learning by setting appropriate achievable targets. This may involve support from external support agencies (e.g., school psychologist, Trust-appointed staff) and parents will be regularly consulted about this process. Parental consent is sought before any outside agency is consulted.

Children with additional needs are encouraged to take part in every aspect of school life, including extra-curricular activities such as sports, educational visits, school concerts and productions.

From September 2014, there were a number of changes to improve services for children and young people with special educational needs and disabilities (SEND).  The changes were a result of a Children and Families Act 2014 which became law on the 13 March 2014. The Act aims to improve how different agencies and services work together and create a more joined-up approach to the statutory assessment process for children and young people with the most complex needs.

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