SEND

What is a Special Educational Need or Disability (SEND)?

A person has SEN if they have learning difficulty or disability which calls for special educational provision to be made for them.

They may have:

  • a significantly greater difficulty in learning than the majority of others the same age
  • a disability which prevents or hinders them making use of the facilities of a kind generally provided for others in mainstream schools.

SEND Code of Practice: 0-25 years (Sept 2014) uses four broad areas to describe need: cognition and learning; communication and interaction; social, emotion and mental health and; physical and sensory.

What We Do

Assess

Early identification is key to successful support. All children are monitored closely by their class teachers who will raise any concerns with SENDCo and Parents. You know your children best so please do raise any concerns you have with their teacher. Termly pupil progress meetings/SEND surgeries are held between class teachers, Headteacher and SENDCo to monitor and review attainment, progress and support of all children.

Following a discussion with the SENDco, teachers may use a range of trackers to assess a child’s areas of strength and barriers to learning. Further assessments may be carried out by the SENDco to better understand their needs.

With parental consent, the SENDco may refer the child to external agencies. This is usually assessed by completing an Early Help Assessment (EHA). Agencies we work close with are OT, Speech and Language, Autism and Communication Advisors, Behaviour Support Advisors, School Nurse, PFSA, CAMHS, Learning Support Services and Educational Psychologists. Children with complex needs may require Educational and Health Care Plan (EHCP) and may be in receipt of Higher Needs Funding in order to meet their needs effectively. Further information about EHCPs is available here: https://choices.somerset.gov.uk/025/local-offer/education-health-and-care-plan.

Plan

Within our high quality teaching, opportunities are planned by class teachers to meet all children’s needs within that class. Where appropriate, specific interventions may be planned with the SENDCo to provide targeted small group or individual work.

For children identified with SEND, parents, teachers and pupils work together to create Individual Education Plans (IEPs) to plan and review specific learning targets. Staff use provision maps  in planning of support.

Do

We have a great team to support your child. Within class your child may be supported by staff, differentiation, resources and interventions e.g. precision teaching. We currently have an experienced teacher (Mrs Eddy) who plans and delivers a range of specific academic interventions. These could be small group or individualised interventions focusing on Maths, Reading, Phonics or Writing. We also have a full time ELSA (Ms Harris) who is available to support children’s and parents/guardians’ social, emotional and mental health needs.

Review

As well as tracking and monitoring progress within school, we offer 2 Parents’ Evenings a year to discuss progress they are making. Children identified with SEND are offered 3 Parents’ Evenings a year. These are a great opportunity to discuss IEPs. Parents/Guardians are also invited to come discuss their child’s report at the end of the Summer Term.

Parents are offered termly meetings with the SENDCo.

Children receiving SEND support or those with an Educational Health Care Plan (EHCP) will have an annual review to celebrate the progress they have made and agree on new short and long term targets.

Interventions are monitored closely and their impact is reviewed regularly.

Pupil and Parent/Guardian involvement

Your involvement is important to us. We know that support is most effective when planed with staff, parent/guardian and pupil input. Your views are very welcome and wherever possible SEND policy and documentation is co-produced with parents/guardians. Children are encouraged to be involved in Annual Reviews and planning their IEPs. Pupil Passports allow pupils to share their views and children with SEND are represented on our School Council.

Transitioning to North Curry Primary School

EYFS staff complete visit to each child’s house to support transition to school. During the Summer we hold a number of transition sessions to help children familiarise themselves. Children identified as having SEND will have a School Entry Plan meeting to ensure a plan (including any training required) is in place before they start. This will be attended by the SENDCo, parents, school staff, pre-school staff and any other agencies involved.

In Year 6 in addition to our transition days to Secondary Schools for all pupils, children identified with SEND extra sessions to enable a positive transition.

SEND Contacts

SEND Coordinator (SENDCo): Mrs Filmer
SEND Governor: Mrs Satchwell

Please contact us through the school office.
Tel: 01824 490 423
Email: office@nc.huish.education

SENDCo Information Report

Annual SEND report 2018-19