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?
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
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:
Visual support including pictures, writing frames or word banks
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?
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