There are 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
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.
Statement of Intent for Promoting Equality
At Hunwick Primary School, we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:
- Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
- Include and value the contribution of all families to our understanding of equality and diversity.
- Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
- Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
- Make inclusion a thread that runs through all of the activities of the school.
Hunwick Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
How do we support children with SEND at Hunwick Primary School?
Children learn and develop in different ways. Teachers in school recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn.
However, many children, at some time in their school life, need extra help and it is the role of the SENCO to work with children, parents and staff in school to make sure that this extra support is provided.
A special educational need can be a number of different things. For example, your child may be having problems with reading, maths or behaviour, which school can help by putting extra support in at school and by working in partnership with yourself. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
The Role of the Class teacher:
- Changing the way activities are planned and delivered
- Matching activities to the ability/need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Offer small group support
Our teachers/teaching assistants work in partnership with parents and the SENCO to find ways to support each child with their needs, including giving parents ideas on how to help their child at home.
The Role of the SENCO:
- Oversee the day-to-day operation of the school’s SEN policy
- Liaise with the relevant Designated Teacher where a looked after pupil has SEN
- Advise teachers on using a graduated approach to providing SEN support
- Advise on the deployment of the school’s delegated budget and other resources to meet the pupil’s needs effectively
- Liaise with parents/carers of pupils with SEN
- Liaise with and be a key point of contact for external agencies
- Ensure that the school keeps the records of all SEN pupils up to date
- Work with the head teacher and school governors to ensure that the school meets its responsibilities with regard to reasonable adjustments and access arrangements
What is an Education, Health and Care Assessment Plan?
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 very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children.
How do we identify and assess children with SEN?
Pupil assessment is an on-going process and forms an essential part of teaching and is designed to promote the raising of achievement. Pupil assessments provide important information for pupil review and support meetings and is also used to gather evidence for referral to external support agencies/organisations.
Pastoral Medical and Social Support
At Hunwick Primary School we consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met.
How we consult with our SEN pupils at Hunwick Primary?
Ensuring that all children attending Hunwick Primary School receive provision that maximises their enjoyment and achievement is central to all we offer. The SEND children attending our school are aged 4-11 years so consulting with them to seek their views about how we are meeting their needs has to be age appropriate.
We use the following strategies:
- Have regular meetings and discussions with parents about what we have planned for their child.
- Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning – this occurs the most in EYFS and KS1.
- Involve SEND children with planning their own activities and encouraging them to share what they would like to learn and participate with.
- Extend any resources that they show a preference for.
- Most importantly, ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school.