Children with special educational needs have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age.

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The New Special Educational Needs Code of Practice and the Children and Families Act 2014 sets out the processes and procedures that all organisations should follow to meet the needs of children. We use this code to inform our graduated approach in school that recognises that children learn in different ways and can have different kinds of SEND. This begins with quality first teaching in class and can then develop into small group or individual, specific interventions. Our aim is to identify, at the earliest opportunity, barriers to learning and to ensure that every child experiences success in their learning and achieves to the highest possible standard.

 

The progress of every child is monitored at half termly standards meetings and children identified are monitored by the teacher and interventions implemented to boost and support. Once a child is identified as needing SEN Support (previously known as School Action and School Action Plus) a meeting will be held with parents to create a School Support Plan and support can be put in place to help overcome the difficulties that a child may have. If further support is required the school may request a statutory assessment of special needs, which may result in an Education, Health and Care Plan being issued to the child. Statements have been replaced by EHC plans which can be used to support children from birth to 25 years. 

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The interventions we use with all pupils to boost attainment and progress are evaluated for their effectiveness and include, Better Reading Partnership, Numicon, Nessie, Speech and Language Therapy, Talk Boost and precision teaching.

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The progress of pupils with special educational needs is tracked closely and where necessary, smaller steps such as PIVATS are used to track progress for individuals.

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Our SEND coordinator regularly attends a Trust cluster group of SENCos to keep abreast of current developments and to gain valuable mutual support. There are also close links with the educational psychologist, CEAT (Cheshire East Autism Team), Speech & Language, Occupational Therapy and Physiotherapy.