All children have a right to quality first teaching which provides appropriate differentiation and support to identify their needs. The first step in identifying a child with SEND is through this quality first teaching using the approach of Assess, Plan, Do, Review (ADPR).
A special educational need can be a number of different things and will fall into one of the four broad areas of SEND: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health (SEMH), or Sensory and/ or Physical. A special educational need can be helped by putting extra support in at school, providing appropriate interventions, additional resources and in working with partnership with parents and, where required, external agencies. The need may also be due to a disability which makes it harder for the child to access the same educational facilities provided by the school for the majority of children. For some children, this may be a temporary difficulty while for others, it may be a more long term need and require further specialist help.
Types of Special Education Need include:
- General/ global learning difficulties – children whose learning progresses at a slower pace
- Speech, language or communication needs (SLCN)
- Social, emotional and behavioural difficulties
- Dyslexia (difficulties with the perception of language through reading, writing and spelling)
- Dyscalculia (difficulties with the perception and understanding of number)
- Dyspraxia (problems with motor skills, organisation)
- Autism Spectrum Condition
- ADD (Attention Deficit Disorder) and ADHD (Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Cerebral Palsy
- Neurofibromatosis type 1
- Oher physical and/or medical needs
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
We aim to identify children who have difficulties as soon as possible to ensure that appropriate support can be provided from an early age. Full use is made of any information passed to us by previous education providers (for children who attend a different nursery or who have moved settings) and we use assessments throughout school to identify pupils and any difficulties that they may have.
Actions to support judgements may include:
- On-entry observations
- Teacher assessment
- Progress against the Early Learning Goals
- Progress against the National Curriculum expectations
- Progress through core subjects, particularly English or Maths
- Collaboration with parents
- Foundation stage profiles
- Formative and summative assessments, including KS1 and KS2 SATs
- Speech and language referrals and assessments
- Educational psychology referrals and assessments
- OT referrals and assessments
If there are concerns that your child has a special educational need, your teacher will discuss this within their teaching team and with the school SENCo. Time will then be spent to assess:
- What your child’s strengths are
- Which area(s) they need support in
- How your child can be best supported
- Which additional agency involvement may your child benefit from, if any
With parental agreement and parental and child involvement, an SEN Support Plan will be generated with your child’s teacher and the school SENCo to detail personalised targets for your child and appropriate provisions to put in place. This action will then result in your child’s addition to the school SEND register.
At South Hetton Primary School, we recognise that many children can make increased progress with the correct support in place and can then be in line with their peers and may no longer need the personalised targets or additional provisions as set out in their SEND Support Plan. Support Plans are monitored and assessed through the assess, plan, do, review process, with full reviews completed on a termly basis. Parents are invited to attend review meetings each term to discuss their child’s progress and to take part in the development of their new SEND Support Plan.
With this in mind, our SEND register is fully fluid and is reviewed by the SENCo and teaching staff on a termly basis. If it is felt that a child no longer requires the additional support and can continue to make good progress with Quality First Teaching, they will be removed, with parental consent, from the SEND register at the termly review meeting.
SEND progress is monitored and tracked following a similar process to identification. Teacher assessment, formative and summative assessments, discussions and collaboration with parents and external agencies are used to continually identify and evaluate needs and provisions.