At St Joseph’s School we believe that early identification and appropriate intervention improves the prospects of all children with special educational needs. For some children, giving more attention to early signs of difficulties can prevent greater difficulties later.
At different times in their school life, a child or young person may have a special educational need. The code of practice defines SEND as follows:
A child or young person has SEND if they have a learning difficulty or disability which calls for special education provision to be made for him/her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
has a significantly greater difficulty in learning than the majority of others the same age or has a disability which prevents him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions
Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that a child has SEND. Information will be gathered, including seeking the views of parents and the pupil (if appropriate), as well as from teachers and assessments.
There can be many reasons for learners ‘falling behind’. These may include absences, moving schools, speaking English as a second language or worries that distract them from learning. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision additional to other learners will be identified as having SEND; this can include ‘looked after’ children.
We aim to identify a child’s special educational needs as soon as possible on entry to the Foundation Stage, monitoring progress and achievement in line with EYFS Profile assessment criteria. Concerns may also be expressed from parents, or other outside agencies, on or before entry to school. Children can be identified as having special educational needs through the following criteria:
- Significantly low or unusual EYFS Profile Assessment.
- Significantly below expected attainment for their year group.
- Significantly below age related expectations in Maths and English requiring work that is different from that of any group within the class.
- Identification of need from nursery, Health, Social or Speech and Language
The following system will be used to identify, track, assess and monitor SEND pupils:
- All children will receive high quality teaching with appropriate differentiation.
- Inadequate progress of individual pupils will be identified by school assessment procedures and high quality teaching will be targeted at areas of weakness.
- Continued inadequate progress from particular pupils will result in liaison with SENDCO to assess whether there is a learning difficulty. At this point even greater emphasis will be placed on parental partnership as a short note may be discussed.
- SEND support that is ‘additional to’ or ‘different from’ other learners will now be put in place using the following graduated approach process:
Assess – this involves taking into consideration all the information from discussions with parents/carers, the pupil (if appropriate), the class teacher and assessments.
Plan – this stage identifies the barriers to learning, the intended outcomes, and details what additional support will be provided to overcome the barriers to learning. Strategies will be recorded on the child’s support plan and will form the basis for review meetings.
Do – providing the support – extra assistance for learning or learning resources as set out in the plan.
Review – measuring the impact of the support and considering whether changes to the provision need to be made. All those involved – learner (if appropriate) parents/carer, teacher and SENDCO contribute to this review. This stage then informs the next cycle, if necessary.
There are now four broad areas of SEND, these are:
Communication and Interaction
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs.
Cognition and Learning
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.
Social, Emotional and Mental Health Difficulties
This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn.
Sensory and/or Physical Difficulties
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
Types of SEND at the School
At St Joseph’s, we have experience of supporting children and young people with a wide range of needs including:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- Dyscalculia (difficulties with number work)
- ADD/ADHD (Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder)
- Cerebral Palsy
- Other Physical/Medical Needs
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census. At current we have:
|Sensory and/or Physical Difficulties||2%|
|Cognition and Learning||14%|
|Communication & Interaction||4%|
What should you do if you think your child may have additional needs?
If you have any concerns regarding your child’s progress or well-being, then please speak to your child’s class teacher in the first instance who will then, if needed, involve the SENDCO to discuss your concerns.
If your child has Special Educational Needs our SENDCO will:
- Ensure the right support is put in place for each child
- Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date Support Plan detailing how their needs will be met in school
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist
A SEND Support Plan / Provision Map details what the school, the class teacher and the SENDCO plan to do to help individual children learn. All teachers are aware that children learn in different ways. Some need to work at a slower pace to ensure they fully understand one thing before they move onto something new.
A SEND Support Plan will be written especially for any child with SEND. It should include:
- Short term targets for the child which are linked to their needs
- Details of any extra support the child will get
- Who will give the child help
- How often the child will get help
- How and when the school will look at the child’s progress again (usually at least twice a year)
It is good practice for schools to share copies of SEND Support Plan with parents / carers and we will do this at regular intervals throughout the school year.
If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:
This is a support plan devised to structure relevant support to achieve long and short-term outcomes for the child. The class teacher, SENDCO and outside agencies where appropriate contribute to the compilation of the plan; parental support is crucial and always sought. The plan is reviewed annually and is an ever evolving document in accordance with the changing needs of the pupil.You and the school can request that the local authority conduct an assessment of your child’s needs; this may lead to an EHC plan. This plan would cover the child from two years of age to twenty-five years of age. It is important to stress here that not every child with an identified additional need, such as ADHD or Dyspraxia for example, will require an EHC (or statement).
How will we know if our provision is effective?
The interventions used will be those that are proven to make a difference for most learners. A baseline assessment will take place at the beginning of an intervention which will provide the point of reference for measuring progress made by a pupil and a target outcome will be agreed and set. Regular checks will take place to ensure the intervention is having the intended impact. Should progress be less than anticipated, consideration will be given to adapting the frequency and/or intensity. Where difficulties persist, despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals/agencies, with the consent of parents/carers. This may involve;
- Speech & Language Therapy Services (SLT)
- Educational Psychologist (EP)
- Occupational Therapist (OT)
- Physiotherapist (Physio)
- Health services such as a paediatrician
- Visual & hearing impairment specialists (VI & HI)
- Children and adolescent mental health services (CAMHS)
- Parent Support Advisor
- SEND Team
- ASD Team
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
Page verified October 2017