SEND Aims of the School
• To ensure that all children have access to broad and balanced learning opportunities.
• To provide differentiation appropriate to the individual’s needs and ability.
• To ensure the early identification of all children requiring SEND provision.
• To ensure that children with special educational needs take as full a part as possible in all activities.
• To develop maintain positive relationships and work alongside parents and carers of learners with SEND, ensuring they are kept fully informed and involved in their child’s learning, progress and attainment.
• To ensure that SEND children are involved, where practicable, in decisions affecting their future SEN provision and learning.
• To ensure that all children are able to achieve their full potential.
• To provide a fully inclusive learning experience across all curriculum areas.
Alex Mathieson – SENDCO can be contacted by emailing email@example.com
Kim Atkinson-Swift – Parent Support Advisor
Definition of Special Educational Needs
A child or young person has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
A child is classed as disabled if:-
There are four broad categories used when identifying a child’s needs. These are;
If you feel that your child falls into any of the above categories then please make your child’s class teacher aware in the first instance. A meeting with the SENDCO can then be arranged.
The School believes that the admissions criteria should not discriminate against pupils with SEN and has due regard for the practice advocated in the Code of Practice, in that
The Equality Act 2010 prohibits schools from discriminating against disabled children and young people in respect of admissions for a reason related to their disability’. (COP, 1.28)
Identification, Assessment and Provision
At Birdwell Primary School we have adopted a whole-centred approach to SEND policy and practice. Children identified as having SEND are, as far as is practicable, fully integrated into all activities. Every effort is made to ensure that they have full access to learning opportunities and/or the National/EYFS Curriculum and are integrated into all aspects of the setting.
The SEND Code of Practice 2014 makes it clear that all teachers are teachers of children with special educational needs. It is ultimately the responsibility of the class teacher to ensure each child receives appropriate learning opportunities.
All teachers/practitioners are responsible for identifying children with SEND and, in collaboration with the SENDCO and/or Lead Teacher, will ensure that those children requiring different or additional support are identified at an early stage.
It is school’s policy to ensure high quality teaching and learning for all pupils. The school leadership team regularly conduct lesson observations and planning scrutiny to ensure that teaching and learning is of a high standard and differentiated to an appropriate level for each child. Based on the outcomes of these observations support is planned in the form of staff development and INSET to ensure that all staff are up-skilled in their understanding of strategies to support vulnerable pupils or those that have/may have SEND.
The first step in responding to pupils who have/may have SEND is when a need has been identified by the adults who work with the child; this could be the parent/class teacher or LSA or member of the SLT.
The graduated approach to identifying Special Educational Needs.
The purpose of identification is to work out the action the school needs to take to meet the child’s individual needs, not to fit a pupil into a category.
In supporting pupils with SEND, in line with the SEND Code of Practice (DfE, 2015) we follow a process of Assess, Plan, Do, Review.
Following the initial concern around a special educational need, a clear analysis of the pupil’s needs would be carried out collaboratively, in partnership with the parent(s)/carer(s), class teacher, and a member of the SEND Team. This will explore the pupils key strengths, barriers to learning, attainment and progress information, attendance, previous support and impact considering all views, including the views of the child.
Following this assessment, if it is felt necessary, a school focused plan will be drawn up in collaboration with those involved. This will outline key targets and outcomes as well a design appropriate provision to support achievement of these goals. In some cases a referral to outside agencies may be required; this is done in consultation with parents. This final SFP (School Focused plan) will be shared with parents and key staff involved and the child will be added to the school SEN register.
All parties involved in the planning stage of the SFP take their agreed responsibility as identified on the plan. The class teacher will remain responsible for implementation of provision in school with support of the SEND team.
School Focused Plans are monitored regularly and reviewed termly, in line with the agreed date, in collaboration with families, child, class teacher and member of SEND Team to measure the impact of support on progress. Next steps are then agreed collaboratively and this process repeats. All reviews follow a ‘person centred approach’ and keep the child at the centre.
Where concerns remain around a child’s progress and development or the provision needed to support a child is beyond what the school currently has capacity to provide, it may be necessary to request an Education, Health and Care Needs Assessment. If this is accepted, the child will be issued with an Education Health and Care Plan. This is a legal document which outlines the pupil’s strengths, barriers to learning, learning outcomes and provision needed to meet their more complex needs and provides additional funding to support the implementation of the outlined provision.
Where a pupil has an Education, Health and Care Plan (EHCP), the local authority must review that plan as a minimum every twelve months. The school will co-operate by holding these annual reviews, in line with the guidance. Annual Reviews are carried out in partnership with school, the family and wider agencies involved.
At all times the teacher holds the responsibility for evidencing progress according to the outcomes described in the plan.
English as an additional language;
Particular care will be needed with children whose first language is not English. Their progress will be closely followed as certain whether any problems arise from uncertain command of English or from special educational needs. It will be necessary to assess their proficiency in English before planning any additional support that might be required.