Special Educational Needs

From the moment they enter our academy, your child’s teacher has the responsibility to recognise and support the emotional and educational needs of the children in their class. 

Some children present in different ways at home and in school and so it is very important that parents raise any concerns they may have as early as possible with their child’s teacher and share information that will help us support children in a holistic way.

‘Special educational needs’ is a broad term, and we recognise that this can range from a relatively minor and temporary problem such as not wanting to use the toilets at school, to a disability or learning difficulty that will require lots of specialist and intensive support. Without a flexible and effective response, both present barriers to inclusion and wellbeing.

It is our usual practice for teachers to meet with senior leaders, including the SENCo, termly to monitor and discuss the development and progress of all pupils. This will include children with a special educational need or disability, or those who are underachieving for a variety of reasons.

Children will be taught a broad and balanced curriculum, which is differentiated in terms of the way children learn and the pace they learn.

However, if a child needs some further support to achieve their best, a graduated response is used. This may mean working with additional adults, adapting the environment, or using resources such as ICT. This level of inclusive support would be considered as part of our normal practice and would aim to be ‘seamless’ in the sense that it would not appear out of the ordinary. Parents will have the opportunity to discuss all provision termly, either with the class teacher, SENCo or member of the senior leadership team.

If, despite this ‘light touch’ your child, you or your child’s teacher feel that issues or problems are not being fully resolved, further advice will be sought. This process will start with a joint meeting, which will include the child, their family and those working with them at school. The co-produced plan may include seeking advice from outside agencies, voluntary groups or specialist staff in our school, and increasing the provision within school.

Detailed records are kept of the provision, and if at any stage it is felt that the child would benefit from further support, it is possible to apply for an education and health care plan, which brings together professionals working across agencies to create a holistic plan. At this stage, it is unlikely that the level of support required for a child can be met within the school’s own budget.

Information can be shared in home school diaries, perhaps on a note which is quickly removed at home or school, or a word with your child’s teacher at the beginning or end of the day. A longer or more private meeting can be arranged with our teachers, SENCo, or the head teacher. The learning mentor is also a good contact, and may be able to reassure you regarding the all-important social aspects of a school day, such as playtimes.

Parent consultation evenings take place twice a year and offer an opportunity to discuss progress, attainment and ‘next steps’, and how we can work with you to achieve these. An individual provision map is created termly for all children and you and your child have an opportunity to fully contribute to this process. There is also an opportunity to discuss your child’s end of year report. The SENCo attends parents evenings, and great value is placed on collaborative learning at home and school.

Outside services involved with some children provide reports and information about attainment and expected progress for health based needs, such as speech and language or physical development. Annual reviews of statements of educational need, or the planned education and health care plans, are carried out with all those providing support invited to attend and contribute.

There is a range of agencies that work in schools. These include the education psychology service, the speech and language service, the child development clinic accessed through the school nurse service and providing paediatric and occupational therapy services, the child and adolescent mental health service (CAMHS), support key workers, and LIAT – social communication and behaviour team. There are also voluntary sector organisations that support families and children. A comprehensive list can be found on the Local Authority’s Local Offer.

In our own school, we have members of staff who have specialist qualifications and knowledge. Our SENCo is a teacher with specialist training and experience who has undertaken the nationally accredited SENCo training, and who has responsibility to raise the achievement of children with special educational needs or disability, and children who are vulnerable to not meeting their potential because of barriers to their learning.

School trips are planned with regard to the needs of all children. Risk assessments are carried out for school visits including residential trips and reasonable adjustments will be made where required. Where needed, the risk assessment would include a meeting with parents as well as taking account of any medical advice. On some occasions an individual member of staff may be assigned to support a small group or individual child if the risk assessment indicates that this is necessary.

After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation. Health and safety audits are conducted to ensure that the school provides a safe environment for all pupils.

We recognise that transitions can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible. The key is good communication with those involved and working with the child to dispel their concerns with practical measures such as extra visits.

Within school, teachers work closely with the learning mentor as necessary to support transition between classes. A transition book providing photographs of the new setting and people involved can make a huge difference to a child over the summer holidays.

Records of all previous provision, targets, achievement and interests follow the child through the school, so that new teachers have a very good picture of the child’s strengths and weaknesses as the start the new term. This gives them some time to review and prepare the future provision at the autumn half term, and then around the spring and summer half term. Termly meetings assess data and outcomes achieved and aim to put in place the necessary provision to achieve the next steps.

In Reception, there are induction events during the summer term for all children who are joining the foundation stage in September and visits to family homes by the Reception teacher and teaching assistant. A child entering school with identified special educational need or disability may require a visit to their Nursery setting by the class teacher and SENCo. Transition points are always discussed at annual reviews, and a joint meeting across agencies is called if there are complex issues, which need to be addressed.

The class teacher is the first point of contact, but parents are also welcome to contact the SENCo or principal directly about any concerns that may arise.