Special Educational Needs and Disabilities (SEND)
The Code of Practice for Special Education Needs (SENCoP) gives the school the responsibility of identifying children with special educational needs and ensuring ‘appropriate’ provision is made. The SENCoP underpins the school's Information Report. The school implements the graduated response to SEN through cycles of Assess, Plan, Do and Review (APDR). In summary, the cycle aims to accurately identify need, match and implement appropriate provision to that need then review the effectiveness of this before the cycle starts again.
School will endeavour to identify any child with a special educational need at the earliest possible age in order that the appropriate provision can be made. Those experiencing difficulties will, after consultation with parents, be placed on the SEND register of need. Children with special educational needs may include those with physical disabilities, hearing or visual impairment, emotional and behavioural problems, language or specific learning difficulties .
The role of the parents in identifying and helping their child with SEND is vital. We value open and honest communication and the active participation in seeking and securing the support a child might need.
For those children on the SEN record of need, a Provision Map will be in place. This can also be known as an 'Individual Education Plan (IEP)'. This document formalises the APDR process and will be produced at least termly. Support and provision in place will be dependent upon the SEND. The class teacher has responsibility for these, supported by the SENCO and where needed, external agencies such as the Speech and Language Service (SALT), the Autistic Spectrum Disorder (ASD) Team and the Educational Psychologist.
For a very small number of children a formal assessment of SEND is made via the Local Authority, and an Education, Health Care Plan (EHCP) written which identifies the provision needed and recommends appropriate action. The procedure involves the SENCO, the Educational Psychologist, the teaching staff and other professional bodies who may be able to offer advice in the construction of the EHCP. Nationally, 3.3% of children with an SEN have an EHCP in place.
The provision that is made for children with Educational Health Care Plans is varied and personalised. It may consist of short periods of specialist teaching, ancillary support, structured interventions or possibly a place in another setting offering specialist provision. EHCPs are reviewed annually, and parents are fully involved in this process.
Further, detailed information as to the school's SEND processes, provision and systems can be found below in the 'SEND Information Report'. There are links to other documents which are referenced in the Information Report.