Special Educational Needs
We want all of our pupils to be happy, feel safe and secure and get the best education so that they can succeed. This includes any child with Special Educational Needs or a disability.
Miss Emma Brown is our SENCo/DHT. We support children with additional needs by setting individual targets, accessing support from outside agencies such as the Education Psychology Service, Speech and Language Therapists (SALT) and reviewing provision with parents/carers to ensure that you are fully involved.
We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
You can contact the school office (0121 770 4063) or email email@example.com to make an appointment to see the SENCo or if you have any questions.
What are Special Educational Needs (SEN) or a Disability?
A pupil has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.
They have a learning difficulty or disability if they have:
- A significantly greater difficulty in learning than most others of the same age, or
- A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
Pupils are considered to have a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to do normal daily activities.
The school will make reasonable adjustments for pupils with disabilities, so that they are not at a substantial disadvantage compared with their peers.
The 4 areas of need
The needs of pupils with SEND are grouped into 4 broad areas. Pupils can have needs that cut across more than 1 area, and their needs may change over time.
Interventions will be selected that are appropriate for the pupil’s particular area(s) of need, at the relevant time.
|Area of Need
Communication and interaction
Pupils with needs in this area have difficulty communicating with others. They may have difficulty understanding what is being said to them, have trouble expressing themselves, or do not understand or use the social rules of communication.
Pupils who are on the autism spectrum often have needs that fall in this category.
Cognition and learning
Pupils with learning difficulties usually learn at a slower pace than their peers.
Social, emotional and mental health
These needs may reflect a wide range of underlying difficulties or disorders. Pupils may have:
These needs can manifest in many ways, for example as challenging, disruptive or disturbing behaviour, or by the pupil becoming withdrawn or isolated.
Sensory and/or physical
Pupils with these needs have a disability that hinders them from accessing the educational facilities generally provided.
Pupils may have:
These pupils may need ongoing additional support and equipment to access all the opportunities available to their peers.
What should I do if I think my child has special educational needs?
How does the school know if children have special educational needs and need extra help? How will the school help my child?
We know children need help if:-
- Concerns are raised by parents/carers, teachers or the child’s previous school or setting, or from information from the Local Authority or outside support agency regarding a child’s level of progress or inclusion.
- A pupil asks for help.
- Observation of the pupil indicates that they have additional needs in one or more of the four broad areas of need as described in the Code of Practice for SEND:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health
Class teachers regularly assess the progress of all children and identify any child whose progress:
- is significantly slower than that of their peers starting from the same baseline
- fails to match or better their previous rate of progress
- fails to close the attainment gap between them and their peers
This may include progress in areas other than attainment, for example, wider development or social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
Class teachers will speak to parents and the SENCo to decide on how best to support your child. Once a pupil has been identified as having SEN, we will take action to remove any barriers to learning, and put effective special educational provision in place. This support will be delivered through successive rounds of a 4-part cycle known as the graduated approach.
All children will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners. Staff will receive regular training opportunities to ensure that they have up to date knowledge and skills to be able to support learners with a range of needs effectively. Children with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in school and increase their access to the taught curriculum. Children on the SEND register will have individual targets and your child may receive additional teaching activities (we call this an intervention) to help them to meet these targets.
Please see the documents below for further information about how we support children with SEND.
The building is purpose built, in line with current building regulations related to access for all. The school is all on the ground floor level (with no stairs), wide corridors and doorways and smooth pathways onto the playground, enabling wheelchair users and those with physical impairments to travel with ease around the building and access to all of our resources and learning activities. There are two disabled parking spaces in the school car park, a wider toilet cubicle in every classroom, disabled toilets and shower room, hearing induction loop and a medical room. We will purchase additional furniture/resources as and when our pupils require.
The aim of our plan is to:-
- Increase the extent to which disabled pupils can participate in the curriculum, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as are the able-bodied pupils. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
- Improve the physical environment to enable disabled pupils to take better advantage of education, benefits, facilities and services provided.
Improve the delivery to pupils with disabilities of information that is readily accessible to pupils without disabilities.
Information for parents of children with an additional need
- SEND resources from Parentzone
- Autism West Midlands
- All Age Autism Directory
- National Autism Society
- Autism Education Trust
- ADHD strategies for supporting your child's learning at home
- Supporting your child with ADHD to read
- Speech and Language UK - resources for parents
- Ordinary Magic - mental health and wellbeing support for families
- Kooth - online mental health support for 11-25 year olds
- SOLAR - support for children with emotional and mental health needs.