Link : SEND Policy
Special Educational Needs and Disabilities Provision for Children at Wallington Primary Academy
Who can I speak to about my child’s SEND needs?
Your child’s class teacher is the first point of contact. They monitor the progress of each child and liaise with key staff about interventions needed.
Your child’s phase Leader deals with concerns which cannot be dealt with by the class teacher.
SENDCO/Inclusion Manager : Mrs Bennett
Head of School: Mrs Wright
Governor responsible for Special Educational Needs and Disabilities: Mrs Carole Cook
What is SEND?
All children, regardless of their needs, are supported to make the best possible progress. We aim to be as inclusive as possible. A special educational need is defined by the 2014 code of practice in the following way;
Communicating and interacting – for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others
Cognition and learning – for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy
Social, emotional and mental health difficulties – for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing
Sensory and/or physical needs – for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment
If your child’s first language is not English, does that mean they have a learning difficulty?
The law says that children and young people do not have learning difficulties just because their first language is not English, although, of course, some of these children and young people may have learning difficulties as well.
How common is SEN?
Many children and young people will have SEN of some kind at some time during their education. With additional support many children progress and will not require long term intervention. However, there are some children and young people will need extra help for more or all of their time in education and training.
Wallington Primary Academy has an Opportunity Base for children with Moderate Learning Difficulties (MLD). The Base has its own separate admissions policy and children attending it have an Education Health Care Plan (EHCP) and are placed here by the Local Authority. Children within the Base may have opportunities to access inclusion within the mainstream school dependent on individual needs.
Some children and young people may have SEN that covers more than one of these areas.
What are the levels of SEN?
Your child will usually only be placed on the ‘SEN profile’ if they are accessing additional help in school which is above what is offered to the majority of children.
If your child has an identified SEN, they will be able to access help – called SEN support – from school. This support may involve access to professionals such as the Educational Psychologist as well as identified intervention activities within school.
EHCP standards for an Education, Health and Care Plan. This replaces the old document ‘Statement’. An EHCP is a legal document that describes the child or young person’s special educational needs and associated health and social care needs, sets out the provision and support they must receive and names a school or other placement. An EHCP will also outline the child or young person’s goals and ambitions in life and describe the outcomes sought for the child or young person. It can be requested from the local authority by the child’s parents, the school or a healthcare professional.
If my child has SEN does this mean that they require an EHCP?
No. In fact, only a small percentage of children with SEN have EHCPs. About 20% of children in schools nationally are said to have SEN whereas only 2-3% of all children have an EHCP. This means that around 85-90% of children with SEN do not have a EHCP. An EHCP is only issued if the child’s needs cannot be met within the resources normally available to mainstream schools in the area and if the school cannot reasonably be expected to provide the support. The vast majority of children with SEN will have their needs met at the school-based levels of support.
Assessment, Planning and Review for SEND
In addition to the planning, assessment and tracking of progress which takes place in school for all children, the following is in place for those with SEND;
The school identifies the needs of SEN pupils and tracks intervention and support on a provision map. This identifies all support given and is reviewed regularly and changes made as needed.
Termly reviews of IEP targets are made by the class teacher and new targets set with Mrs Bennett (SENDco).
Parents have the opportunity to meet with a member of the Inclusion Team during ‘Parent Consultation Day’ in the Autumn and Spring terms to discuss progress and any concerns they may have. Additional meetings can be requested at any point in the year.
The school will seek external support/advice for children continuing to experience significant difficulty – in some circumstances this may lead an application for an Education Health and Care Plan assessment when the educational needs of the child are identified as complex and long term.
Children with EHCP’s have an annual review, where progress is discussed and targets set for the coming year.
Additional support may be provided after discussions with key staff, parents/carers, pupil and where relevant, external agencies.
It is not uncommon for Looked After Children (LAC) to have additional educational needs. When planning to support these children, we work closely with all those involved, including the Virtual School and link targets set with their Personal Education Plan (PEP) targets.
Accessibility to the Premises and Facilities
- The building and playground are accessible to wheelchair users.
- Disabled toilet.
- Ramp access to classrooms
- Awareness of sensory issues.
- Reasonable adjustments are made by staff to ensure children with disabilities can access all lessons. This may also include providing specialist equipment for children with EHCP’s which can be requested for consideration of additional funding through the SEN panel. Children without an EHCP may access additional resources through the school SEN budget. This would need to be discussed with the SENDCO and Head of school.
- Trips will be planned taking into account the needs of children with disabilities.
- Transition preparation is considered and adapted to the needs of individuals whether it is transition from one class to another, between key stages or to another school.