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SEND

How does the school identify children/young people with special educational needs and disabilities?

On-going teacher observations, assessments, experience.

Screeners e.g. dyslexia, reading, spelling, Progress in Maths

Outside agency reports

Talk to parents and use their knowledge

Experiences shared from previous schools and settings.

 

What should I do if I think my child has SEND?

Contact class teacher initially regarding concerns if in school

Meet with SENCO or SEND Team and/or Head Teacher

If pre-school child, contact school to arrange a meeting with SENCo/ Head Teacher

 

If my child is identified as having SEND, who will oversee and plan their education programme?

Class teacher with SENCO in consultation with parents/carers.

How will I be informed / consulted about the ways in which my child is being supported?

Parents Evenings

Annual Reports

Annual Reviews if child has a statement of educational need

Meetings as needed with class teacher or SENCO

 

How will the school balance my child's need for support with developing their independence?

Support will be differentiated according to the child’s needs using a range of strategies which may include:

Individual Education Plan (IEP) if appropriate

Visual timetables

Planners

Group support plans

Small group inputs or support to recap key learning points

The dependence of a key adult is discouraged because it hinders independent growth

 

How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions

 

What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Each child’s needs are looked at individually to determine the best strategies for them. Strategies may include:

Differentiated activities

Visual support including pictures, writing frames or word banks

Visual timetables

Reward systems

ICT support

Small steps with specific achievable objectives

 

Each year provision is mapped and resources are allocated.

What resources and equipment does the school provide for children with SEND?

This will vary for each child but we will endeavour to provide resources as each child with SEND requires. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services and attached funding.

What special arrangements can be made for my child when taking examinations?

Additional time

Scribes

Readers

Adapted papers

Quiet areas.

 

How will the school monitor my child's progress and how will I be involved in this?

On-going Teacher Assessments

Pupil Progress Meetings each half term as professionals

Standardised tests that give standardised scores and comparative ages

IEP Meetings and parents evenings – a chance to give input from home experiences

Aspects of progress will be discussed with parents where appropriate.

 

ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

IEP meetings for children where appropriate.

Annual reviews if the child is has a statement of education need

Teachers are happy to arrange meetings to discuss issues through our usual open door policy

 

 

 

 

How can I help support my child's learning?

The following support you can offer your child has significant impact on their progress.

Listen to them read every day

Read stories to your child

Play games eg board games

Visit places of interest as this will aid topic knowledge

Support home learning activities

Ensure punctual regular attendance as often missing interventions can have a negative impact on progress

Ensure their attendance is at least 96%

 

How does the school assess the overall effectiveness of its SEN provision?

Monitoring progress via Teacher Assessments, standardised scores

Outside agencies review objectives set and progress made towards these

Evaluate the impact of teaching strategies

Discussion with children as appropriate and parents.

Children are aware of own learning targets and next steps

 

What SEND training is provided for teachers in your school?

Regular SEN staff meetings

A time to discuss children with SEND is allocated to Senior Leadership Team meeting agenda

Training is provided dependent on current needs

SENDCO / Head Teacher attend regular training and cascade to staff

Learning Support Assistants attend training as necessary

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