Special Educational Needs and Disabilities (SEND)
Our SENCO is Ms. Karina Finlay. She can be contacted by email (email@example.com) or phone through the school office (01253 354812).
At Langdale, we believe that all children are entitled to an education which meets all their individual needs, delivered in an inclusive community where inclusive policies underpin and promote inclusive practice.
We believe that all our children are entitled to a broad and balanced curriculum, differentiated where necessary to meet their individual needs, and that those needs are best met alongside their peers. Some of our children may be assessed as having special educational needs either throughout, or at any time during, their school career. These children may need a degree of extra help either on a short-term basis or to address more long-standing needs.
We believe that the most effective way of supporting and addressing special educational needs is to form close links between home and school. By working collectively and collaboratively, in partnership, we can ensure early identification of (and graduated and robust response to) the SEN needs of our pupils.
What are special educational needs?
A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England…. Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision. Code of Practice 2014
How does our school know if children need extra help?
We know when pupils need help if:
- Concerns are raised by parents/carers, teachers, or the pupil’s previous school
- Tracking of attainment outcomes indicate a lack of progress
- Pupil observation and intervention over time, with little progress, indicates that they have additional needs in one of the four areas
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- A pupil asks for help
What should I do if I think my child may have special educational needs?
- If you have concerns then please firstly discuss these with your child’s teacher. This then may result in a referral to the school SENCO whose name is Miss Karina Finlay and who may be contacted through the school office at : 01253354812
- All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.
How will I know how the school supports my child?
- All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all children.
- Pupils with a disability will be provided with “reasonable adjustments” in order to increase their access to the taught curriculum. They will be assessed to establish a baseline and work will be planned at appropriate level and pace to ensure progress.
- The quality of teaching is monitored through a number of processes that includes:
- classroom observation by the senior leadership team, the SENCO and external verifiers
- ongoing assessment of progress made by pupil in specific intervention groups and for individual children we regularly update their Assess, Plan, Do Review Cycle with new targets.
- work sampling on a termly basis.
- scrutiny of planning.
- teacher meetings with the SENCO
- pupil and parent feedback when reviewing target attainment
- whole school pupil progress tracking
- attendance and behaviour records
- Information on the quality of teaching will be collated in a report to governors.
- All pupils have individual curriculum targets set in line with national outcomes to ensure ambition. These are discussed with parents at events such as Parents Evenings and pupils’ attainments to meet these targets are tracked using the whole school tracking system.
- Pupils are identified and are discussed in termly meetings that are undertaken between the class/subject teacher and a member of the Principal to ensure that progress is maintained.
- Where it is decided that action is required to support increased rates of progress, this will follow an assess, plan, do and review model
- Additional individual assessment of the pupil may be undertaken in order to make an accurate assessment of their need Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
- Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil from external agencies.
- Parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments if insufficient progress is made over a period of time.
- If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the SENCO, if required.
- SEN support will be recorded on an Assess, Plan, Do, Review Cycle that will identify a clear set of measurable targets, which will include challenging and relevant academic and developmental aims. Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil.
- If progress rates are still judged to be inadequate despite the delivery of high quality interventions, advice will be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:
- Special Educational Needs Support Service
- Behaviour Support Service
- Dyslexia Centres
- Autism Outreach Team
- Hearing Impairment team
- Visual Impairment team
- Educational Psychologist Service
- Educational Welfare Officers/Pupil Welfare Officers
- Physical and disability support service
- Social Services
- School Nurse
- CAMHS (Child & Adolescent Mental Health Service)
- For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be provided from within the school’s own resources, a request may be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.
How will the curriculum be matched to my child’s needs?
Teachers plan differentiated work to match the ability of all pupils in the classroom. When a pupil has been identified as having special needs, their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily. In addition they will be provided with additional support that may include specialised equipment or resources, IT and/or additional adult help if appropriate.
How will I know how my child is doing?
- Attainments towards the identified outcomes will be shared with parents termly through the school reporting system and Parent’s Evenings.
- Regular Assess, Plan, Do, Review meetings will take place with class teachers and / or SENCO for children with Special Educational Needs.
- If a further appointment is required then parents are asked to contact the school office in order to make an appointment with the class teacher or SENCO.
How will you help me to support my child’s learning?
- The teacher or SENCO will suggest additional ways of supporting your child’s learning at home as well as explain what we are doing in school.
- The school organise a number of parent meetings during the year. They aim to provide useful opportunities for parents to learn more about the curriculum that is being offered to their child and how their child is performing in school.
Pupils with medical needs
- Pupils with medical needs will be provided with a detailed Health Care Plan, compiled in partnership with parents and if appropriate, the pupil themselves. Staff who administer medicine will be First Aid trained. All medicine administration procedures adhere to the DfE guidelines included within Supporting pupils at school with medical conditions (DfE) 2014
How will I be involved in discussions about and planning for my child’s education? (Parent Voice)
This may be through:
- discussions with the class teacher, SENCO or Principal
- during parents evenings
- during additional support meetings
How will my child be involved in discussions and planning for their education? (Pupil Voice)
- Targets are shared with each individual child.
- Pupil voice contributes to the Assess, Plan, Do, Review Cycle as children are asked-What do you like doing at school?
- What do you like doing at school?
- What do you like doing outside school?
- What do you find difficult?
- What helps you to learn?