Special Education Needs and Disabilities (SEND)
Our school SENDCo is Ms Nichola Howard.
As outlined in our SEND Policy, pupils are identified through one of three assessment routes, all of which are integral to monitoring the progress of every pupil:
a) Termly Progress Meetings:
All pupils are monitored during termly progress meetings. If a pupil is identified as not making adequate progress despite high-quality teaching, their case is discussed with the Senior Leadership Team (SLT) and the SEND Coordinator. Following this discussion, a plan of action is agreed upon. The class teacher completes an initial ‘Cause for Concern' form, as outlined in the school and FA1 Trust SEND Handbook.
b) Ongoing Teacher Observations:
Class teachers continuously monitor pupils’ learning. If a pupil demonstrates progress that is below expectations, given their age and circumstances, teachers work to determine the underlying cause. Indicators of concern include:
- Progress significantly slower than peers starting from the same baseline.
- Failure to match or exceed the pupil’s previous rate of progress.
- Inability to close the attainment gap between the pupil and their peers.
c) Parental Concerns:
Parents may sometimes request that school staff investigate a pupil’s learning difficulties. All parental concerns are taken seriously and are thoroughly investigated. Often, these issues can be addressed through high-quality teaching or additional parental support.
Working with Parents and Children
We strive to maintain positive and informative relationships with all parents. If a pupil is facing difficulties, parents are informed either during scheduled parent meetings in the Autumn and Spring terms or through informal discussions about the pupil’s progress.
Parents should not be surprised to learn that their child has been identified as having a special educational need or disability (SEND). Once a pupil is identified, the Class Teacher and SENDCo will invite parents to a meeting to:
- Formally notify them that their child is being added to the SEN register.
- Discuss completed assessments.
- Agree on a plan and provision for the upcoming term.
- Complete a pupil passport.
- Where relevant, provide information about Early Help services.
This process follows the graduated approach cycle of Assess, Plan, Do, and Review, as specified in the Special educational needs and disability code of practice: 0 to 25 years. Depending on their age and interest, pupils may be invited to attend all or part of the meeting.
Local Offer
From September 2014, each local authority in England has to publish a Local Offer for children and young people aged 0 to 25 years who have a special educational need or disability.
For further information, please visit https://www.lancashire.gov.uk/children-education-families/special-educational-needs-and-disabilities/