Special Educational Needs and Disabilities
SPECIAL EDUCATIONAL NEEDS (SEND)
East Bergholt CEVC Primary School is committed to providing an appropriate and high-quality education for all the children in our school. We believe that all children, including those identified as having a special educational need and/or a disability, are entitled to a broad and balanced curriculum which is accessible to them, and to be fully included in all aspects of school life. We are committed to an inclusive approach meeting individual needs.
Some children have barriers to learning that require particular action by the school. These children are added to the school SEND register, which is reviewed termly. We support children with a variety of needs including: Autism, ADHD, Speech & Language difficulties, Specific Literacy difficulties, Sensory Processing Disorder, Specific Maths difficulties, visual and hearing impairments.
The school SENCO (Special Educational Needs Coordinator) liaises with staff and ensures all staff are aware of SEND within the school and receive high quality information and training. We aim to quickly identify pupils who are making limited progress and provide targeted interventions and support to meet their needs. Teachers take account of these needs and make provision as required to support individuals or groups of children and thus enable them to participate effectively in all aspects of school life. This provision may include highly adapted learning, additional support and resources which differ from that given to other children of the same age (please see below for a list of possible interventions and support we can offer).
The SENCO works closely with different specialist services to ensure the school has up to date guidance and support/advice where needed. We also access a wide range of services from the NHS such as speech and language therapists, community paediatrics and occupational therapists. These services help to provide parents/carers and staff in school with the right information to meet pupils’ needs.
We are committed to working with parents and all staff work hard to understand each child and family's unique situation. We ensure parents are fully aware of the SEND process and informed of their child’s learning regularly throughout the year.
Each child on our SEND register has an individual learning plan which details strengths and difficulties, children’s wishes for the future and how they are best supported. It also includes information on current learning levels, next step targets and the provision the school is providing.
More information on the schools SEN arrangements can be found in the SEND Policy and the SEND information report. These are both reviewed annually and undertaken in consultation with staff and parents. We have a separate medical policy for children with medical needs.
If you have questions or concerns regarding your child, please contact our school SENCO - Mrs Laura Tuttlebee at firstname.lastname@example.org
The Four Main Areas of SEND
If your child has been identified as SEND, it will be determined which of the four areas will be their main area of need.
The SEND Code of Practice 2014 (updated January 2015) sets out four broad areas of special educational need that include a range of difficulties and conditions:
- Communication and Interaction (C&I)
- Cognition and Learning (C&L)
- Social, Emotional and Mental Health difficulties (SEMHD)
- Physical and/or Sensory Needs (P&SN)
Pupils will be identified by their primary area of need. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children often have needs that cut across all these areas and their needs.
Communication and Interaction
- Autistic Spectrum Disorder (ASD)
- Speech, Language and Communication Needs (SLCN)
Cognition and Learning
- Moderate Learning Difficulty (MLD)
- Profound and Multiple Learning Difficulty (PMLD)
- Severe Learning Difficulty (SLD)
- Specific Learning Difficulty (SpLD) This includes a range of conditions such as dyslexia, dyscalculia and dyspraxia
Social, Emotional and Mental Emotional Health
Children and young people with SEMH may have the following mental health difficulties:
- anxiety, withdrawn or feeling isolated
- having challenging and disturbing behaviour
- eating disorder
Sensory and/or Physical
- Visual impairment (VI)
- Hearing impairment (HI)
- Sensory processing Disorder
- Physical disability (PD)
- Medical Needs
A medical diagnosis or a disability does not necessarily imply a special educational need (SEND). It may not be necessary for the child or young person with any particular diagnosis or medical condition to have any additional form or educational provision.
At East Bergholt Primary School, we use a range of interventions in school to support pupils with their learning. The intervention and delivery, will depend on the needs of the child. These include:
- Targeted Intervention and pre-teaching to support gaps in learning
- Power of 2 and other targeted maths interventions
- Little Wandle Phonics keep up and catch up groups (in small groups and 1:1)
- Speech & Language therapy interventions
- Sensory breaks and resources (Depending upon need)
- Personalised curriculum
- Social stories
- Alternative accessible writing methods: Clicker 8, Speech to text software
The SEND Policy for the school is reviewed regularly. This review is undertaken by the SENCo of the school in consultation with all staff. The policy is reviewed and ratified by Governors.
Please click the following link to access Suffolk County Council’s Local Offer Website