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. They don't always learn at the same rate as other pupils. Teachers recognise this fact and use their skills and teaching styles to deliver appropriate work differentiated to meet the needs of the child.

Throughout a child's time in school it might be necessary to support the child, with additional programmes of targeted support, in order 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 Co-ordinator (SENco) is also available should you require additional information 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 pupils with Special Educational Needs. Within the school, close liaison between the Teaching Support Staff, Teaching Staff and the SENco  ensure that  the teaching is as inclusive as possible and that the interventions are appropriate and timely. As a parent, you will be invited to discuss and be part of the decision making around the support arrangements.

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?

The interventions will be monitored by the class teacher and progress of pupils is monitored termly. There are termly Parents' Meetings where the progress can be discussed.

How will you support my child's overall wellbeing?

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

The well-being of all of our pupils is central to what we are about and the child is central to that. The school always look at the how pupils needs can be met. Programmes will be put in place to meet pupils' needs, utilising support staff from the LA whenever necessary.

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?

The school is able to access advice and support from a wide range of services through the Local Authority.

For more information on the services available, look on the County Durham Families Information Service website.

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 requiring additional help. This training may be delivered 'in house' by senior staff in school or obtained from external specialist providers.

What activities outside the classroom will there be?

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

Aycliffe Village Primary School is an inclusive school. All pupils are welcome to join the after school activities. Whenever necessary, reasonable adjustments are made to enable participation.

How will you support my child's needs?

How accessible is the setting/school/college environment?

The school is on one level. There are three ramps to enable access to the buliding.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The Teaching Staff and Support Staff monitor Pupils' progress carefully throughout the year. Intervention programmes and additional support is allocated as a need becomes apparent.

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 should be provided.

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

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

Termly meetings are held for parents where pupils' progress is discussed. Advice is given at these meetings to enable parents to support pupils at home. Parental views and permissions are sought before outside agencies become involved.

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?

Smooth transition to Secondary School is very improtant. The school works very closely with the Secondary Schools that our pupils go onto in order to make this as successful as it can be. Transition visits start when pupils enter Year 5 and continue until the end of Year 6. These visits enable the pupils to meet their new teachers and see how the curriculum is managed. Parents' Meetings are also held to inform parents of the future provision for their child.