Special Education Needs(SEN)
We aim to offer all children a broad and balanced education including access to the Curriculum. Since children have different abilities and needs, some children will need additional support in reaching their full potentiality. Teachers, parents, children and sometimes other professionals and agencies need to work together to ensure that all children benefit as fully as possible from their education.
Aims
Our school currently provides additional and/or different provisions for a range of needs, including:
- Cognition and learning; for example, dyslexia, dyspraxia,
- Social, emotional and mental health difficulties; for example, Attention Deficit Hyperactivity Disorder (ADHD),
- Moderate/severe/profound and multiple learning difficulties
Identifying pupils with SEN and accessing their needs
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress: Is significantly slower than that of their peers starting from the same baseline · Fails to match or improve the child’s previous rate of progress · Fails to close the attainment gap between the child and their peers. Widens the attainment gap. This may include progress in areas other than attainment such as physical disability, emotional, behavioural and social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed
Consulting and involving pupils and parents
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that: Everyone develops a good understanding of the pupil’s areas of strength and difficulty · We take into account the parents’ concerns · Everyone understands the agreed outcomes sought for the child · Everyone is clear on what the next steps are. Minutes of these initial meetings will be added to the pupil’s confidential SEN file and given to their parents. Parental consent is given for any additional interventions, one to one support and consultations with external professionals such as Literacy Specialist Teachers and school counselor for advice.
Accessing and Reviewing Pupils' Progress towards Outcome
We will follow the graduated approach and the four-part cycle of assess, plan, do, review. The class or subject teacher will work with the SENCO to clearly analyse the pupil’s needs. This will draw on: ·
- The teacher’s formative and summative assessments and experience of the pupil. Their previous progress and attainment and behaviour.
- Other teachers’ assessments, where relevant ·
- The individual’s development in comparison to their peers and national data
- The views and experience of parents ·
- The pupil’s own views
The assessment will be reviewed termly. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any required teaching strategies or approaches. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
Our approach to teaching pupils with SEN
Teachers are responsible and accountable for the progress and development of all the pupils in their class. Quality first teaching is our initial response to pupils who have SEN. This will be differentiated for individual pupils. We will also provide the following interventions:
- Teaching assistants provide one on one and small group support to enable all children to access a differentiated or personalised curriculum
- Reading and writing are offered to all children in preschool to year 3 and is continued as long as appropriate to enable children to acquire essential phonetic knowledge.
- Universally, reading is supported by participation in guided reading groups and targeted children take part in our paired reading programme and precision teaching of sight vocabulary or spelling
- Phonics intervention is delivered to targeted children throughout KS1.