Support for pupils with Special Educational Needs and/or Disabilities (SEND) –  An Overview

For details of the school’s offer please go to ‘High Beech School Offer’ see below.

October 2018

Introduction   

 High Beech C of E Primary School aims to meet the needs of all children by providing a broad and balanced curriculum using the National Curriculum as our starting point.     

For those children who for a range of reasons find it harder to access learning in school, we will, wherever possible, make reasonable adjustments to accommodate individual requirements so that all children, regardless of need, can fully participate in all aspects of school life.    

 High Beech C of E Primary School will follow the principles and statutory regulations detailed in the Department for Education and Department of Health Special Educational Needs and Disability (SEND) Code of Practice.  We recognise that some children with disabilities – defined in the SEN Code of Practice as ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’ – may or may not have Special Educational Needs (SEN).   

 In partnership with parents/carers, we will assess each child as required, and make the appropriate provision, based on identified individual needs.   

 Our Aims   

At High Beech we aim to: 

 Identify any additional needs of a child as soon as possible and liaise with other establishments where SEND has already been identified  

  • Develop a good working relationship with parents/carers in order to fully understand the needs of the child and maximise success  
  • Ensure that all staff understand their roles and responsibilities when addressing the needs of the SEND child so that effective support is provided  
  • Involve the child whenever possible when identifying and planning for their needs   
  • Ensure that children with SEND access all aspects of the curriculum and expectations are high 
  • Identify what adjustments can be made within the physical and learning environment to ensure equality of opportunity  
  • Provide a supportive, nurturing environment where children’s contributions are valued regardless of additional needs 
  • As far as possible ensure that the curriculum is meaningful and relevant to the child’s needs, differentiating teaching and learning as appropriate  
  • Teach with an awareness of different learning styles and use a range of strategies to achieve success  

 Provision 

 Identifying SEND 

Throughout the school year Class Teachers complete a cycle of ‘plan, teach, assess and review’ to identify what children need to be taught and what they have learnt.   
A range of assessments, both formal and informal, are carried out which tells us how well children are learning and progressing. These assessments, the Class Teacher’s knowledge of the child plus information from parents and carers, and sometimes staff from outside agencies, provide the information needed to determine if a child has any additional educational needs.  

 Supporting SEND 

We use a range of approaches within the class and also complete small group and sometimes individual interventions designed to meet specific needs.  The child with SEND will access methods and interventions that are different from, or additional to, day-to-day classroom strategies.  Staff have access to a range of documents and specialist personnel to support this process. 

 Monitoring SEND  

The child (where possible) and parents/carers will be fully involved in the SEND process.  They will be invited to attend planning meetings at least once a term in order to discuss progress and agree desired outcomes and associated next steps.     

The Special Educational Needs Co-ordinator (SENCo) oversees this process and can support Class Teachers and Parents/Carers at any time.   

The SENCo maintains a SEND register and a Provision Map detailing how children are being supported. 

 External Support Services   

The SENCo, following discussion with parents/carers and school staff may want to access external services in order to further understand and support a child’s individual needs.  

Exceptionally a child may demonstrate a need for a very high level of support and this is when the SENCo, Class Teacher and Parent/Carer will discuss whether to make a request to the Local Authority for a statutory assessment which may in turn lead to an Educational, Health and Care Plan being put in place.  

 Roles and Responsibilities  

  1. Class Teachers 

The Class Teacher is responsible for meeting the needs of any child with SEND on a day-to-day basis.  If a parent/carer has any concerns about their child’s social, emotional or academic progress, the Class Teacher should be consulted in the first instance.   

  1. Learning Support Assistants (LSAs)  

LSAs work under the direction of the Class Teacher and/or SENCo to support the SEND process.  They may support an individual child or a group of children in a range of ways.  

 Special Educational Needs Co-ordinator (SENCo) 

The SENCo has responsibility for SEND within the school and liaises with and advises staff and parents as required. The SENCo can access support from external agencies and can be involved in meetings with parents/carers, children and class teachers as required. The SENCo will also deliver or organise staff training opportunities and report to Governors on a regular basis. 

 The Governing Body 

The Governing Body has identified a governor to have a specific oversight of the school’s provision for pupils with SEND.  The SEND Governor ensures that all Governors are aware of the school’s SEND provision including the deployment of personnel, funding and specialist equipment.  The SEND Governor will meet with the SENCo on a regular basis to discuss SEND practise, monitor provision and write an annual report.    

  1. The Head teacher 

The Headteacher has overall responsibility for ensuring that the needs of pupils with SEND are met and statutory regulations are followed.  The Headteacher will inform the governing Body of how the funding allocated to support special educational needs has been used.