Special Educational Needs and Disabilities

Many children need a little extra support at certain times in their school life. Early identification of children with special needs is made by close consultation with parents from school entry and by the monitoring of individual pupils through their pupil profiles and the regular assessments and observations that take place in school. 

The Inclusion Lead (SENCO) follows-up a teacher’s concern and works with the teacher to look at ways to help the child. It may be necessary to devise Individual Education Programs (IEPs). These provide individual targets for children and are linked specifically to their individual needs. It may also be appropriate to monitor the child’s progress for a set period of time to see how the child progresses. The federation has a policy for Special Educational Needs (SEN) and follows the Code of Practice. Parents are fully involved in all discussions about their child’s progress. Where appropriate, additional support may be given within the federation or by reference to an external agency. Any referral to an outside agency is undertaken with parental consent. 

Sometimes the support for a child may involve a referral to an Educational Psychologist. Rarely this may lead to the longer-term support of an Education, Health and Care Plan (EHCP) but this is only for a severe high level of need, usually where a child may need to attend a complex needs school in the future. An EHCP is a legal statement about the child’s educational provision, which is reviewed regularly. 

All children are encouraged and supported in order to reach their full potential and make good personal progress. We always ensure that pupils with special educational needs experience success in front of their peers. We firmly believe that all children have strengths and talents in different areas and work hard to ensure they experience success in whichever area they can. 

We welcome all children into our federation and seek to support them as appropriate. We welcome pupils with additional needs into our school. Any help and information from parents regarding disability issues is welcomed. The federation has an Equalities scheme. This is regularly reviewed to ensure that our facilities are constantly improved and meet the needs of our current and prospective pupils. Copies are available on request. 

An NHS professional working with a child within the federation gave us this feedback relating to support and provision in school: 

‘I am really delighted at the way the staff have worked with me to ensure all needs are being met and the way the team within the class work collectively. It was great to see the child confident to speak to any member of staff and that they are able to engage effectively’ 

‘I would also like to reiterate what an excellent job the staff are doing in one to one sessions. They have great skill in pitching the language to the right level and creating situations in which the target language “naturally” occurs while also being fun and engaging. The good progress and development being seen is a reflection of the good practice in school’ 

Parents are welcome to discuss their concerns about their child’s progress, development or welfare with the class teacher, Headteacher or Inclusion Lead.  

Debbie Barley is the federation Governor for SEN.