Special Educational Needs and Disabilities (SEND)

  • Mrs Mary-Jane Jennnigs

    Class teacher and SENCo

Children with Special Educational Needs and Disabilities (SEND)

The Department of Education published new special educational needs and disabilities (SEND) Code of Practice on 30 July 2014.  It came into force from 1 September 2014, replacing the previous 2001 Code.

The new Code reflects the changes introduced by the Children and Families Act 2014.

All Schools must have regard to what the Code of Practice says whenever decisions are taken relating to children with SEND.

The main changes from the SEN Code of Practice 2001:

The Code of Practice 2014 covers the 0-25 range and includes guidance relating to children and young people with a disability as well as those with special educational needs.

There is clearer focus on the views of children and young people and parents in decision making at individual and strategic levels.

There is stronger focus on high aspirations and on improving outcomes for children and young people.

It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care.

It includes guidance on publishing a local offer of support for children and young people with SEN or disabilities.

There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus)

For children and young people with more complex needs, a co-ordinated assessment process and the new 0-25 education, health and care plan replaces statements and learning difficulty assessments.

There is greater focus on support that enables those with SEN or disabilities to succeed in their education and make a successful transition to adulthood.

Information is provided on relevant duties under the Equality Act 2010

Information is provided on relevant provisions of the Mental Capacity Act 2005.

 The local offer 

Chapter 4 of the Code explains that the Local Authority must publish a local offer, setting out in one place information about provision they expect to be available for children and young people in their area who have SEND, including those who do not have EHC plans.

The two key purposes of the local offer are to:

1. Provide clear, comprehensive and accessible and up to date information about the available provision and how to access it; and

2. Make provision more responsive to local needs and aspirations by directly involving children and young people with SEN or disabilities, parents and carers and service providers in its development and review.

For more information click here

For information regarding Cambridgeshire click here

Special Educational Needs and Disability (SEND)

Holywell C of E Primary School is an inclusive school and may offer the following range of provision to support children with SEND.  For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as Exceptional Needs Funding.

Details of our school offer are stated below and more details. In the first instance, please contact Mrs Mary-Jane Jennings as SENCo if you wish to receive any further information.

  • Access to a supportive environment –IT facilities/equipment/resources
  • Strategies/programmes to support speech and language
  • Access to strategies/programmes to support Occupational Therapy and Physiotherapy Needs
  • Strategies to reduce anxiety/promote emotional well-being (incl communication with parents)
  • Support for Hearing/Visual Impairments
  • Supporting Mental health and Wellbeing
  • Strategies to support physical needs
  • Strategies to support and develop reading and writing
  • Strategies to support and develop numeracy
  • Strategies to support and develop independent learning
  • Strategies to support and modify behaviour
  • Provision to facilitate and support access to the curriculum
  • Planning and assessment of individual needs
  • Access to medical interventions
  • Liaison and communication with professionals/parents, attendance at meetings and preparation of reports