How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Children learn and develop in different ways. Teachers recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. This is called Quality First Teaching.  However, many children, at some time in their school life, need extra help to meet age-related expectations. If you feel that your child may be struggling at school, please contact the class teacher to discuss your concerns.  The Special Needs Coordinator (SENCo) is also available to answer any queries you may have regarding barriers to learning.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

There are many ways of supporting children with special educational needs.  Close liaison with the Special Educational Needs Coordinator (SENCo) is central to making sure that Quality First Teaching is as inclusive as possible and that interventions are appropriate and have positive impact on overcoming barriers. As a parent, you will be involved in making decisions about these support arrangements.  Full details are on the school website.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

The curriculum is tailored to ensure that all pupils can access learning in a relevant and purposeful way.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Regular reviews of interventions (overseen by SENCo) and termly reviews of pupil progress are used to monitor the impact of strategies and interventions used.  This information should be shared with parents so that new targets can be planned for future support.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

As a part of addressing barriers to learning, the child is central to the process. The school always begin by looking at strengths and at the well-being of the child so that support is effective. Any concerns over poor self-esteem or bullying is taken seriously and arrangements are in place to deal with them. 

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

There are many services available to offer specialist advice and support. Please see website for more information. 

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

School staff receive training regarding effective strategies that could be used to support children with special educational needs. Many staff have also attended more specific training. Please see the school website for more information.

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

An inclusive school that endeavour to ensure that all pupils can access any activities organised in school.  Special consideration is given to those pupils with a special educational need or disability and reasonable adjustments are made so that participation may be possible.

How will you support my child's needs?

How accessible is the setting/school/college environment?

The school is a split level site.  Access arrangements are in place with ramps and disabled toilet facilities in both buildings, see accessibility plan.  If a child is identified as needing specialist equipment, this will be considered.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

Teachers, parents and children are all involved in deciding how much support is provided and how effective that support is. 

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

The views of parents are sought when making decisions and school staff are available to provide advice to parents regarding how they can help to support their child at home.

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Staff work closely with secondary schools and transition workers to ensure a successful transition into secondary education.  By creating "Pupil Passports" the information can be shared easily and concisely with new staff and hold meetings so that key staff can meet parents and parents have the opportunity to discuss the future provision for their child.