SEND (Special Educational Needs and Disabilities) - Supporting every child in our school
SENDCo - Mrs Deborah Jackson - firstname.lastname@example.org
We are an inclusive school who aim to support all children from our community regardless of any specific education need or disability. Through a range of support from within our own staff team and using a wide range of experts from external agencies, we aim to ensure that all children achieve their maximum potential. We recognise that every child will learn in a different way and have their own preferred learning styles which we will cater for in our flexible and engaging curriculum. However, for some children we do need to plan in more detail specific provision to allow them to access and succeed in their learning.
We believe in high quality teaching in every class (Wave 1), the use of school based experts to deliver tightly focused and effective interventions to support learning (Wave 2) and the use of external support where required (Wave 3). Please see our provision map below which will be updated as we monitor and review our provision:
What are Special Education Needs or Disabilities?
Some children have needs or disabilities that affect their ability to learn.
· Behavioural / social (e.g. Autistic Spectrum Disorder - ASD)
· reading and writing (e.g. dyslexia)
· maths (e.g. dyscalculia)
· movement and coordination (e.g. dyspraxia)
· understanding things (e.g. speech and language)
· concentrating (eg Attention Deficit Hyperactivity Disorder - ADHD)
· physical needs or impairments
How are these children supported in our school?
Just over one in five pupils – 1.7 million school-age children in England – are identified as having special educational needs. Pupils with special educational needs are categorised, using the 2014 Special Educational Needs Code of Practice, according to the degree of support they require.
When pupils are regarded as requiring SEN Support, this usually means they have additional learning needs and that they should receive additional support from within the school.
Some pupils will need staff working with them who receive advice or support from outside specialists.
EHCP (Education Heath Care Plan)
Those in need of the most intensive support are given an Education Heath Care Plan.
Since 2003, the proportion of pupils with a statement of special educational needs (now known as EHCP) has slightly decreased from 3% to 2.7%, while the proportion identified as needing less intensive additional support at SEN support has increased from 14.0% in 2003 to 18.2% in 2010.
Individual Support Arrangements (ISP)
An ISP is drawn up by the class teacher to help the parent and the school identify the child's needs and to target areas of particular difficulty. It should show the steps that are to be taken to support the child's learning and set a date for reviewing progress.
The ISP should give details of:
· learning targets for the child to reach in a given time
· who will support the child and how that support will be organised
· what materials and methods should be used
· how success in the target will be measured
· what contribution a parent can make
The plan should be discussed with the child and a copy of it should be given to the parent. The parent will be invited to give their views at the meeting held to review the progress made under the current plan and set targets for the next ISP. The ISP should reflect the advice given by the specialists who have been consulted.
Since the Children and Families Bill became enacted in 2014 schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs aged 0-25.
The intention of the local offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area. A further key role for the local offer will be to inform the joint commissioning for children and young people with special educational needs and disabilities by setting out in a single place what is available locally. The local authority must work together with children and young people, parent carers and with local services, including the voluntary and community sector, to develop their offer and keep it under review. This is co-production.
For more information, follow the following link:
ELSA - Emotional Literacy Support Assistant
Emotional Literacy Support Assistants (ELSAs) are trained to plan and deliver programmes of support to children in their school who are experiencing temporary or longer term additional emotional needs. The majority of ELSA work is expected to be delivered on an individual basis, but sometimes small group work will be appropriate, especially in the areas of social and friendship skills.
Some useful documents to inform parents and carers about SEND