Special Educational Needs and Disabilities (SEND)
Mrs Mary-Jane Jennings
Class teacher and SENCo
Special Educational Needs and Disability (SEND)
Holywell C of E Primary School is an inclusive school and believes that every child is unique. We aim to provide a broad and balanced curriculum for all of our children. We have systems in place to identify when children may have barriers to their learning, and have a range of strategies we may use to enable pupils to continue accessing and benefiting from our curriculum.
Teachers monitor the progress of all of their children daily through marking and questioning, and then throughout the term through assessments and pupil progress meetings. If teachers have a concern about a child in their class, they are encouraged to speak to the SENCo to discuss how we can support that pupil and enable them to make progress.
If a parent has concerns about the progress their child is making, they are encouraged to speak to the class teacher in the first instance. If necessary, the teacher will then pass their concerns onto the SENCo or suggest a meeting. We will work together as a team to find the best way to support your child.
Following discussions with parents and carers, pupils may be placed onto the SEND Register at some point in their school career. For many, this involves a short burst of targeted intervention which may lead to them being taken off the register and their progress monitored, while for others the support process is a longer one.
The broad areas of SEND are:
• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and Physical Needs
Children will receive different levels of support depending on their individual needs
The Code of Practice can be found by following this link
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