Our SEND Provision

How we support SEN

Children learn and develop in different ways. Teachers recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. This is called Quality First Teaching and is something schools must provide for all children. However, many children, at some time in their school life, need extra help.

Because of this schools must:

• Talk to parents/carers if they think their child has a special educational need
  and let them know what special help the school is giving
• Appoint a member of staff as the Special Educational Needs Co-ordinator
  (SENCO)
• Have a written Special Educational Needs policy
• Take account of the Special Educational Needs (SEN) Code of Practice. This is
  advice given to schools by the government which outlines what schools should
  do to support pupils with SEN and gives recommendations for good practice

If your child has Special Educational Needs the SENCO should:

• Ensure the right support is put in place for your child
• Advise other teachers on how to help your child
• Arrange training for staff so they understand your child’s needs
• Work closely with you on a regular basis to talk with you about your child’s needs and listen to any ideas or concerns you might have
• Work with other professionals (if necessary) who may be able to help your child, e.g. speech and language therapist /medical professional/ educational psychologist

If you would like to discuss your SEND requirements please contact the school and we will try our best to help you.

How do we identify and assess children with SEND?

A special educational need can be a number of different things. For example, your child may be experiencing challenges with reading, maths or self regulation, which school can help by putting additional support in at school and by working in partnership with yourself. It may also be due to an additional need which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.

There are four broad areas of SEND, these are:

Communication and Interaction
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs

Cognition and Learning
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

Social, Emotional and Mental Health Difficulties
This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn

Sensory and/or Physical Difficulties
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

The first person to identify that a child has special educational needs may be:

• Yourself, as parent or carer
• The class teacher
• Pastoral staff
• A health visitor
• Another medical professional

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Peases West Primary School we follow a graduated support approach which is called “Assess, Plan, Do, Review”.

This means that we will:

• Assess a child’s special educational needs
• Plan the provision to meet your child’s aspirations and agreed outcomes
• Do put the provision in place to meet those outcomes
• Review the support and progress.

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

• Quality First Teaching;
• Group work to support children with specific learning outcomes across the curriculum;
• Specialist group support from outside agencies such as the Behaviour Intervention Team;
• Specific individual support for children whose learning needs are severe, complex and lifelong;
• Range of teaching and learning styles;
• An innovative and supportive curriculum;
• Mentoring and Counselling;
• A broad range of extra-curricular activities, for example Forest School;
• Differentiated materials.

If you would like to discuss your SEND requirements please contact the school and we will try our best to help you.