We understand that children learn and develop in different ways. Teachers and teaching assistants 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.
We talk to parents/carers if we think their child has a special educational need and let them know what special help the school is giving. Mrs T Hill is appointed as the Special Educational Needs Co-ordinator (SENCo) and completed the National SENCo Award at Sunderland University in 2015.
The children are assessed, a support plan is generated, parents are consulted and additional resources, adult support and interventions are put in place as required.
When it is age appropriate, SEND children are fully consulted during the process and all children from reception to year 6 are aware of, and have an understanding of, their individual targets.
We have a written SEND Policy – a copy of which is available for parents and is included on this website in the School Policies section.
How do we plan for support and make provision?
Support is planned for and implemented using a graduated approach which includes Assess, Plan, Do, Review.
The school SENCo, Mrs Hill, will support staff and parents throughout this process and seek advice from other professionals, such as health professionals, specialist teachers and/or educational psychologists as necessary. At South Hetton Primary School we have a contracts with dedicated Speech and Language therapists and Educational Psychologists which ensures consistency and that good working relationships can be developed.
A small number of children may experience significant learning difficulties and have a range of professionals working with them to help them to meet their agreed outcomes. In some instances, further assessments may be necessary and it may be deemed appropriate to prepare and submit and Educational and Health Care Plan (EHCP) application to the appropriate Local Authority.
- 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. Your school SENCo or the local authority will be able to advise you about this.
Children working on SEND Support Plans or EHCP will have their progress monitored carefully and new SMART targets and outcomes agreed on a termly basis by their class teacher and/or the SENCo. For children with an EHCP, an Annual Review will take place involving staff, parents/carers and any external agencies involved with that child. This is an opportunity to fully assess any changes in need and agree next steps.
At South Hetton Primary School, the graduated approach includes:
- A high standard of quality first teaching in classes throughout the school, implementing different teaching approaches, support and interventions as appropriate
- A Cause for Concern – where teaching staff or parents have initial concerns about a pupil, a Pupil Passport may be generated to prepare targets to enable staff to observe and monitor the pupil and decide upon next steps. Additional support at this stage may include small group or 1:1 support within class as well as additional interventions outside of class
- Where a special educational need is identified, with parental agreement and involvement, a pupil will be added to the SEND register and a SEND Support Plan will be developed detailing the provisions in place for that pupil focusing on areas of need and planned outcomes
- At this point, consultation with external agencies may be necessary. The SENCo will work alongside teaching staff to identify and consult with appropriate services.
- Where an EHCP application is considered, further information will be gathered and a statutory assessment of the child’s needs will take place. If agreed, a dedicated EHCP will be developed for that pupil through the appropriate Local Authority and clear agreed outcomes will be determined and agreed by all parties.
- Full parental and child participation is encouraged throughout this process
Each child’s teacher will be finding ways to support them such as:
- 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 to promote skills identified in the child’s SEN Support Plan
If your child has Special Educational Needs our SENCo will:
- Ensure the right support is put in place for each child
- Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date SEND Support Plan detailing how their needs will be met in school
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist
An SEND Support Plan and Provision Map details what the school, the class teacher and the SENCo plan to do to help individual children learn. All teachers should be aware that children learn in different ways. Some need to work at a slower pace to ensure they fully understand one thing before they move onto something new.
An SEND Plan will be written especially for any child with SEND. It should include:
- Short term targets for the child which are linked to their needs – Targets must always be SMART (Specific, Measurable, Achievable, Realistic, Timed)
- Details of any extra support the child will get, including specific interventions
- Who will give the child help
- How often the child will get help
SEND Support Plans are reviewed 3 times a year, usually in the second half of each term. It is good practice for schools to share copies of SEND Support Plans with parents / carers.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
Provisions available within our school
Communication and Interaction:
- Speech and Language assessments and programmes
- Availability of dedicated speech and language therapist through NHS Contract
- Personalised speech and language therapy programmes
- Staff members with dedicated training to provide speech and language support
- Staff trained in Early Years Talk Boost programme
- Social Stories
- Language enrichment within all reading sessions throughout the school
- Pearson’s Dyslexia Assessment tools
- British Picture Vocabulary Scale tools
Cognition and Learning
- Intervention groups to tackle gaps and ensure progress in key areas of the National Curriculum, particularly English and Maths
- Frostig – Visual Perception Programme
- Access to dedicated Educational Psychologist for appropriate testing
- Booster classes in years 2 and 6
- Stareway to Spelling programme
- Sounds Write phonics interventions
- Gross and fine motor programmes
Social, Emotional and Mental health:
- Trained Listening Matters Counsellor
- Social Stories
- Talk about Me intervention groups
- Getting Along intervention groups
- Staff trained in Therapeutic Storywriting
- Staff trained in Lego Therapy
- Staff trained in Relax Kids programme
- Free access to dedicated safe space – The Chill Room
Sensory and/or physical needs:
- Fully accessible school, classrooms and outdoor areas, single storey building
- Fully equipped and accessible toilet and changing space
- Access to private spaced for therapies
- Staff trained in the use of specialist equipment, training space and administration of specific medications
- Gross and fine motor programmes
- Access to occupational therapy through referral
- Staff trained in and able to deliver specialist physio support
- Staff trained in positive handling