Special Educational Needs
Contacts
SENDCo: Emma Davison
Learning Support, Pupil Wellbeing Co-ordinator: Julie Babbs
Our SEND Offer
Graduated Approach to SEND
1. Barriers to learning (which impact on progress) are identified by teacher.
2. Adaptations and reasonable adjustments are made by the teacher in the classroom.
3. SENCo observes the child and offers the teacher (and parents) advice and guidance. Teacher supported by SEN staff.
4. Impact of support monitored.
Does the child have a Special Educational Need?
‘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.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions’
SEN Code of Practice (2013) page 15.
5. Child added to SEN Register – parents informed
6. Plan of Support written and put in place - Individual Learning Pathway (ILP)
7. ILP and overall progress monitored termly – meeting with class teacher, SENCo and parents
8. If the child is not making enough progress, is thought to have specific needs or concerns persist, advice from external professionals is sought.
Individual Education Plans
All children on the SEN Register have an Individual Learning Pathway (ILP). ILPs are written by the child’s class teacher, with the support of the SENCo; they include targets and provision for the term. Progress is carefully monitored and reviewed during termly meetings with parents, the class teacher and SENCo.