What does Special Educational Need mean?

The SEN Code of Practice 2015 states;

A child or young person has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for him or her. This is in regards to a child who:

Has a significantly greater difficulty in learning than the majority of others of the        same age, or

Has a disability, which prevents or hinders him or her from making use of facilities of a kind generally provided for of the same age in mainstream school.

Children’s special educational needs are thought of in the following four broad areas of need and support:

  • Communication and Learning
  • Cognition and Learning
  • Social, Emotional and Mental health
  • Sensory and/or physical need

It is recognised, that children may have needs that cut across all or some of the areas and these needs may change overtime. For some pupils, SEN can be identified at an early age. For other pupils, difficulties may become more evident as they move throughout school. Our SEND policy details the provision within our Academy.

How is a child identified as having a special educational need?

Class teachers, supported by the SENDCO, Principal and senior leadership team, make regular assessments of progress for all pupils, including those with SEND. Teachers identify pupils making less than expected progress whilst taking into account the pupils age and individual circumstances.

  • Progress may be significantly slower than that of their peers starting from the same baseline.
  • Progress may fail to match or better the child’s previous rate of progress.
  • Progress may fail to close the attainment gap between the pupil and his/her peers.
  • The attainment gap may be widening.
  • Limited progress with wider development including social and emotional development.

It is important to note that slow progress and attainment do NOT necessarily mean that a pupil has a special educational need. The purpose of identification is to work out what action school needs to take, not to fit the pupil into a category. This detailed assessment will ensure that the full range of an individual’s needs is identified, not simply the primary need.

When identifying pupils whose first language is not English, as having a special educational need or disability, the class teacher, SENDCO and EAL lead look at all aspects of that child’s performance in different areas of learning to establish whether the lack of progress is due to limitations in their command of English or from a special educational need or from a disability. It is important to note that difficulties related solely to limitations in English as an additional language are not SEND.

What happens now my child has been identified as having SEND?

If a pupil has continued to make inadequate progress despite high quality teaching. The SENDCo will work with the Class Teacher to work through a cycle of the Assess, Plan, Do Review model. The child would be expected to go through at least one cycle of this before being put onto the Send register. Parents would be informed and would work with the class teacher and SENDCo to improve the outcomes for their child.

The named persons responsible for SEND, our SENDCo (Special Educational Needs and Disabilities Co-ordinator), is Mrs Cooper

Mrs Cooper can be contacted via the main school office on 01902 558780

The SEND information report and SEND policy set out our approach and provision for pupils with SEND.

The link Governor for SEND is Mrs Mergen.

If you would like any further information relating to special educational needs or disabilities please do not hesitate to contact us.

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