The Code of Practice 2014 states that a child or young person has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.
School Accessibility Plan 2015 – 2018
The Code of Practice 2014 defines special educational provision as being provision that is different from or additional to that normally available to pupils of the same age. This means provision goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support from within school or require the involvement of specialist staff or support services.
Special Educational Needs and provision can fall under four broad areas:
1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory and/or physical needs
At Beaudesert Lower School children can be identified as needing additional help through a variety of ways as outlined below:
• Concerns raised by parents/carers
• Concerns raised by their teacher
• Other professionals e.g. Health or an early years setting
If you have any concerns that your child may have Special Educational Needs or concerns regarding your child’s progress and well-being then you should speak to your child’s class teacher initially. If after this meeting you are still concerned then you should contact the SENDCo to arrange a meeting. The SENDCo will then be able to work with you and your child’s class teacher to help reach the best possible outcomes for your child. Alternatively if you would like the SENDCo to be present at your initial meeting with the class teacher then this can be arranged on request.
All children are entitled to quality first teaching which is adapted to children’s needs to help them to access the curriculum. All teachers will plan lessons according to the specific needs of the children in their class. When planning they will take into account the needs of your child and differentiate tasks appropriately to ensure every child is able to reach their full potential. If appropriate, specific resources and strategies may be used to support your child. This may include coloured overlays, pencil grips or providing alternative methods for recording written work. Teachers or teaching assistants may be allocated to work with your child on a 1:1 basis or in a small group to target more specific needs.
The SENDCo oversees all support and tracks the progress of all SEND children across the school. The class teacher and the SENDCo will work together to discuss a child’s needs and what support would be appropriate. This will be shared with parents at least on a termly basis and provide an opportunity for you to discuss your child’s needs, support and progress.
here’s what the class teacher, SENDCo and Head teacher are responsible for to ensure that the school is aware of your child’s progress.
The Class Teacher:
Every class teacher checks and monitors the progress of all children. They will be able to identify if they need additional help and will then be able to plan and deliver this where and when it is needed. The class teacher writes your child’s Individual Provision Map, ensures these are delivered and assesses the outcomes of that provision. They also ensure that every child has Quality First Teaching which is differentiated appropriately for your child. The class teacher will ensure that the SEN policy is implemented in their classroom. They will also ensure they liaise with the SENCo and facilitate regular communication between home and school. This will vary depending on the needs of the child but you will have at least three meetings during the year.
The SENDCo will also monitor the progress of all the children with Special Education Need and Disabilities and will work with the class teachers to ensure that the provision is suitable for each child. The SENCo develops and reviews the school’s SEN policy and ensures that the Governors are fully informed through termly updates. The SENDCo will ensure that you are involved in your child’s learning, kept informed about your child’s progress and involved in reviewing your child’s progress. If necessary the SENDCo will liaise with external professionals who may be involved in supporting your child.
The Head Teacher:
The Head teacher is responsible for the day to day management of the school which includes those children with Special Educational Needs and Disabilities. The Head teacher will ensure that the SENCo keeps the governing body up to date about SEND.
Your child’s class teacher is often available at the end of the day if you would like to have an informal chat. If you would like a more detailed conversation, please make an appointment with the class teacher. The SENCo can be available at these meetings if you would like. You will also have the opportunity to be kept informed of your child’s progress through Parent Evening’s and their Annual School Report.
If your child has an Individual Provision Map, this will be reviewed at least three times a year. Your child’s targets and interventions will be reviewed and agreed upon in collaboration with between the class teacher and the parents/carers. The SENCo can also be present at these meetings if needed.
Children with SEND are encouraged to participate in all school activities. They may join the School’s Council and in Year 4 all children are allocated responsibilities around the school on an equal basis. All children are included in all areas of the curriculum and we aim for all children to be included on school trips.
Risk assessments are carried out and procedures would be put in place to enable all children to participate at the schools discretion and with consultations with you. If a health and safety risk assessment suggests that 1:1 support is required or that an activity may not be suitable for your child, then this would be discussed with you prior to the activity.
We hold an information morning for parents that would like to visit the school before deciding which lower school their child should attend. We also invite parents/carers to attend an information morning in the summer term when they know their child is attending so that they can find out more information about the transition into our Early Years setting. This also provides a good opportunity to speak to the teaching staff in Early Years and for concerns to be raised. After this the class teachers will visit the nursery/pre-school that each child is currently attending to meet the child, discuss their current routine, academic abilities and see them in a learning environment. In addition if there are children that have additional needs the teachers will try to arrange opportunities for the child to visit the school during the summer term.
In September, before the children start school, the class teachers do home visits. This is another opportunity to meet the teacher and discuss any concerns that may have arisen. All children also have an open day before they officially start to get them used to the environment and routines.
When children are changing classes the teachers liaise together to ensure all information is shared. The current class teacher will work with you by sharing information and preparing the child well in advance of the move.
In Year 4 the class teachers complete a transition form for all children and liaise with Year 5 teachers from the middle school. The Year 5 teacher also speaks to all the children that are attending their school from September to provide information about the school and the transition process. Our feeder schools provide a ‘Stepping Up’ programme especially for children that may need support with the transition process.
The SENDco will meet with the SENDco of the chosen middle school to ensure information is shared. The class teacher will have previously completed a SEND transition form that is passed on during this meeting. The form details the current support the child is receiving and whether it is recommend that this or something similar is continued.