Our SEN Provision
Our approach to teaching children with SEND
- SEN provision is underpinned by high quality teaching which is closely monitored to ensure maximum impact for all pupils.
- The school continuously strives to use relevant, researched based practice to support all pupils with SEND to experience high quality first teaching.
- Our school endeavours to remove barriers to learning across all areas of development.
- We value working in partnership with our families to make high aspirations a reality for every child
- Provision for children with SEN is a matter for the school as a whole. ALL teachers are teachers of children with SEN. Teaching such children is therefore a whole school responsibility.
- Those with SEN will receive support that is additional to or different from provision made for other children.
How we adapt the curriculum and learning environment for children with SEND
- Personalised visual timetables for children
- Quiet work stations
- Use of coloured overlays, books and wipe boards
- Use of specialist technology and equipment, where appropriate.
- We encourage children to be involved in their learning and reflect on what they have achieved and what their next steps are. We call this Assessment for Learning e.g. thorough questioning, no hands up, talk partners
- Scaffolding to enable access at the right level at the right time.
- Some classes also have a teaching assistant
- Teachers and teaching assistants run a range of interventions which are designed each term, to specifically meet the needs of the learners
- We work in partnership with external agencies (HYM, Speech and Language Therapist, Educational Psychologists etc) to agree targets to meet the child’s individual needs
- We use a mastery approach to teacher: we hold high expectations of all children and provide the appropriate scaffolding and support to enable them to reach their full potential
How we identify, assess and review children with SEND
- In school we apply a Graduated Approach to identifying special educational needs and disabilities. When pupils have identified SEND before they start here, we work with the people who already know them and use the information already available to identify what their SEND will be in our school setting. If you as a parent tell us you think your child has SEND we will discuss this with you and put measures in place to monitor, assess and review – we will share with you what we find and agree with you what we will do next and what you can do to help your child.
- If any of our staff think that your child may need extra support, for example they may not be making the same progress as other pupils or they may find it difficult to follow instructions or answer questions. We will observe them; we will assess their understanding of what we are doing in school and pinpoint what is causing difficulty. We will then discuss our findings with you and where appropriate the child or young person.
- The initial stage is known as our ‘Monitoring’ stage and this is where we look at progress and other factors very closely and trial early interventions through our Provision Maps. Where we continue to have concerns or see no improvement we will discuss with parents about putting together a package of support at SEND Level – This is known as SEN Support and a Support Plan/ Individual Learning Plan will be set up, smart targets agreed and targeted intervention applied. This will be discussed and agreed with parents.
- If there are further concerns, limited or no progress or where there are complex needs, we may submit a ‘Request for Assessment of Need’ to the Local Authority Education Health and Care Assessment Team to look at assessment towards an Educational Health Care Plan (EHCP).
- As mentioned above, iIn order to do this we seek a range of evidence and views.
How do we evaluate the effectiveness of SEN Provision
SEND provision is the responsibility of all staff members. The first port of call for all effective SEND provision is Quality First Teaching. This is evaluated as part of the whole school schedule for Quality Assurance by the leadership team and subject leaders. This is also verified by external Quality Assurance partners.
Teachers follow the Assess, Plan, Do, Review cycle where all additional support is monitored and evaluated for effectiveness and impact. This may be day by day, week to week or half termly, depending on the nature of the provision.
Further evaluation is carried out by the SENDCO through ‘drop ins’, observations and Provision Map reviews. These take place termly.
