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Special Educational Needs - SEND

Some children need educational provision that is additional to or different from that made generally for other children.  Where it is determined that a pupil does have Special Educational Needs and/or a disability (SEND), parents will be formally advised of this and the pupil will be added to the SEND register.  The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place to remove barriers to learning and facilitate progress from individual starting points.

Provision for children with SEND is written as a School Support Plan, sometimes referred to as an Individual Education Plan.  The support provided by the school consists of a four-part cycle:  Assess, Plan, Do and Review (APDR).  This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions and strategies which are the most effective in supporting the pupil to achieve. This cycle will be implemented in consultation with parents and pupils on a termly basis.

Following identification and assessment we adopt a graduated response to meeting special educational needs and disabilities in the following ways:

  • Providing high quality teaching for all, differentiated for individual pupils.  
  • Involvement of the SENDCo: If a child’s progress continues to be less than expected the class teacher will work closely with Special Educational Needs and Disabilities Coordinator (SENDCo) to assess whether a child has a SEN or disability.
  • The school will then put evidence-based or school designed interventions into place, targeted to the needs of the individual, to secure better progress for the child.  
  • By providing specialist equipment: Where necessary a child may require specialist equipment to access and make progress in their learning.  
  • By involving specialist agencies: For higher levels of need we will draw upon more specialised assessments from external agencies and professionals to support those identified with SEND

The impact and quality of the support and interventions provided for individuals identified with SEND is regularly evaluated, along with the views of the pupil and their parents. 

Please see school SEND policies for further information.