SEN (Special Educational Needs)

 

Our SENDCo is Mrs Annika Smith.

She can be contacted at school via the main telephone number 01524 64626 or alternatively via e-mail at [email protected]

How we identify, assess and review children with special educational needs

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:

  • work in partnership with parents/carers, pupils
  • consult with relevant external agencies
  • use assessment tools & materials
  • use observations
  • use short notes

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of Assess, Plan, Do, Review.

This means that we will:

  • Assess a child’s special educational needs – this would include assessment by teachers supported by the SENCO, observations and assessments carried out by the educational psychologist and advice from outside agencies.
  • Plan the provision to meet your child’s aspirations and agreed outcomes – additional or different provision is planned by the class teacher with support from the SENCO and external advice where it has been requested. Targets are set and formalised in a short note, a support plan or an EHCP and are discussed with parents/carers and the child.
  • Do put the provision in place to meet those outcomes – Interventions are in place and time and support is allocated for them to be carried out.

Review the support and progress – The impact of any intervention is reviewed with teachers, parents/carers and the child looking at progress towards targets and next steps.

As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where appropriate) views are integral to the process.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

An EHC assessment would be carried out where the current levels of support and intervention are not leading to improved progress for the child and where further support might be needed to ensure the needs of an individual child are fully met.

Current additional EHCP support includes specialist speech, language and communication support, additional support for children with physical difficulties to access the full curriculum, emotional and social support for children where this is impacting on their learning and additional support with cognition and learning to ensure that the pace and level of learning meets the needs of the child.

Special Educational Needs Policy

We are committed to providing every opportunity for all children, including those with Special Educational Needs to feel confident and positive about their own achievements. Our strategies are based on shared planning and discussion to ensure continuity of provision.
Children with special educational needs are entitled to the same rich provision as other pupils in school. Therefore, we:
  • match activities to pupil needs, capabilities, interests and previous experiences.
  • incorporate a range of teaching techniques and provide suitable resources to give SEN children access to learning.
  • plan activities in small achievable steps to enable targets to be achieved.
  • encourage SEN children to recognise and use their strengths to enable them to develop and progress as independent learners.
  • provide children with the opportunity to share in the setting and monitoring  of targets, allowing them to recognise their own successes thus promoting a sense of self-worth.
  • are tolerant of difficulties so removing fear of failure
  • access specialist advice and support when required.

Special educational Needs Provision

As required by the Local Authority and the new SEN code of Practice 2014, here is the SEN Information Report of Ryelands Primary School. In it are all the details of what we as a school provide for your children with regards to SEN. If you have any questions or feedback, please contact Annika Smith, SENDCO, to discuss these.

Local Offer for Lancashire

This the local offer of Lancashire. This link will provide you with information and guidance about what the local authority offers in relation to children with SEN.

Click here for support and resources for your child moving to High School

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