Special Educational Needs Report

Supporting Pupils With SEN / Disabilities & Their Families

We will let families know about any concerns about a pupil’s learning by:

• Holding regular parent-teacher consultation meetings
• Providing an open door policy whereby parents can contact school at any time if they have concerns.
• Meetings can be arranged with appropriate school staff, including the Headteacher and/or school SENCo (SEN coordinator).
• When a pupil is identified as having special educational needs, we support their development and progress by:
• Carrying out assessments to clarify the nature of the need or difficulty.
• Adapting tasks and resources to suit the individual pupil’s needs.
• This may include additional support from the class teacher or a teaching assistant.
• Pupils may be placed in a small learning group for additional support in a specific curriculum area such as spelling, writing or number work.
• These interventions are reviewed regularly to ascertain their effectiveness and inform future planning.
• Parent –teacher consultation meetings are held each term. This discussion can be used to highlight ongoing concerns, contribute to the planning of future interventions, and monitor the effectiveness of on-going support.
• Sometimes a pupil may need support from an outside agency. With parents consent, a referral can be made to a variety of teams who can offer more specialised assessment and advice.

The other people/agencies and teams providing services to children with a special educational need or disability in school include:

• Speech and Language Therapists
• Occupational Therapists
• Physiotherapists
• Language and Communication Team
• Dyslexia Referral Team
• Sensory Support Service
• CAMHS (Child and Adolescent Mental Health Service)
• Public Health Nurses

We will work in partnership with other education providers to ensure that pupils make a successful transition to the next stages of their learning, through careful and coordinated planning of the transition.

We provide the following support to pupils when they are leaving the school

• Staff from new placement are invited to review meetings
• Accompanied visits to their new school with fellow pupils
• Extra group and/or individual visits to new placement
• Transition workbooks for use during transition period
• Support staff are placed where they are needed throughout the school to ensure pupil progress, independence and value for money.
• Support may take the form of one to one intervention programmes, small group work, support in class to access learning and liaison with parents or professionals working with the pupil.