This policy sets out the procedures for Special Educational Needs and Disabilities (SEND) in our school.
To see it in practice- see the SEND information Report
Our Christian vision
We have Faith in each child’s potential to become conscientious, caring citizens.
And now these three remain: faith, hope and love. But the greatest of these is love. (1 Corinthians 13)
Faith: ‘I can do it’
Hope: ‘Our future dreams, aspirations and achievements’
Love: ‘Treat each other as you would yourself’
Our Christian vision underpins our policy ensuring that we provide a commitment to ensure that equality of opportunity is available to all members of the school community. For our school this means, not simply treating everybody the same but, understanding and tackling the different barriers which could lead to unequal outcomes for different groups of children in school including those with SEND by celebrating and valuing the achievements and strengths of all members of the school community.
Our SEN vision
All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:
All children are entitled to an education that enables them to:
Our vision for supporting children with SEND focuses on
“Special educational needs (SEN)
xiii. A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
xiv. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
xvi. A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in paragraph xiv. above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).
xvii. Post-16 institutions often use the term learning difficulties and disabilities (LDD). The term SEN is used in this Code across the 0-25 age range but includes LDD.”
(SEND Code of Practice 2015: pg. 15)
A child has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to children of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer children will require such support. (Code of Practice 6.15)
Children or young people will have needs and requirements which fall into at least one of the four areas, frequently more than one. The areas of need are:
Communication and interaction– eg speech and language difficulties, autistic spectrum disorder
Cognition and learning– eg dyslexia, dyspraxia, dyscalculia or general learning difficulties
Social, emotional and mental health– eg children/young people who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration, where these are the main presenting needs
Sensory and/or physical impairment– eg visual impairment, deafness, milder hearing impairment, physical difficulties (Code of Practice 6.28-6.35)
It is important to note that not all behaviour issues are linked to social, emotional and mental health and may reflect other underlying difficulties.
Children and young people with some health or disability conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition (Code of Practice Xviii)
Identifying and assessing SEN for children or young people whose first language is not English requires particular care. Schools should l establish whether lack of progress is due to limitations in their command of English or if it arises from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN. (Code of Practice 6.24)
This policy complies with the statutory requirements laid out in the SEND Code of Practice (January 2015) and has been written with reference to the following guidance and documents:
Equality Act 2010: advice for school DfE Feb 2013
SEND Code of Practice 0-25 (revised January 2015)
Schools SEN Information Report Regulations (2014)
Statutory Guidance on Supporting childs at school with medical conditions (April 2014)
The National Curriculum in England Key Stage 1 and 2 framework document (September 2013)
The Early Years Foundation Stage (EYFS) framework
Teachers Standards 2012
Oldham’s Local Offer
Our school documents & policies linked to this policy
Roles & Responsibilities
At our school, we believe in working collaboratively with family members, outside agencies and the child to ensure that we have a child centred approach in all that we do.
Classteacher/ teaching assistant
Each classteacher is responsible for:
The SENCO is also the Headteacher at our school and is responsible for:
The SEN Governor will:
Monitoring & Evaluating
Through regular review meetings the school will monitor the outcomes using the person centred principles, involving the young person, parents, classteacher, teaching assistant and other professionals as appropriate. The graduated response model of assess, plan, do, review should be used (Code of Practice 6.45-6.56).
When a child starts our school in Reception, we work closely with the nursery setting to ensure a smooth transition, we attend any review meetings and organise extra visits if appropriate. We liaise with any external agencies at this time.
As a school we liaise closely with local secondary schools to ensure that any transition is as smooth as possible for both the child and the family. Representatives from the secondary school are invited to attend the summer review meeting and actions to support a positive transition are put in place, and may include additional visits or activities. All paperwork is passed up in a secure manner in line with the school GDPR Policy.
When a child transitions at other points in their school life, we will work to the best of our ability to support an effective and positive transition and liaise with professionals at the new school.
If a child with SEND transitions into school post EYFS, the SENCO will liaise with the previous provision to get as much information as possible and develop an action plan with the family and class teacher as soon as reasonably able, through a review meeting.
Our school buys into the LA QEST team (Advisory Service) and educational psychology service through an SLA.
School also works with the Speech and Language Service, community paediatric team, physiotherapy and occupational therapy service and Healthy Young Minds service provided by the Health Service.
The school complaints procedure can be found via the school website or the school office.
Date policy was developed and agreed by staff and governors
This policy will reviewed annually in line with SEND Information Report.