Special Educational Needs and Disabilities
How do we decide when a child needs to go on the SEN register?
There are four areas of need according to the 2014 Code of Practice.
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
Children are assessed half termly to ensure that they are making the expected progress. Some children can be identified as ‘stuck’ and will therefore receive some extra help and support. The class teacher is usually the first person to notice that the child needs extra help. If this is the case then they will ask for a meeting with the SENCo to discuss strategies. If these strategies are not working (as identified in the half termly pupil progress meetings) and the children are becoming significantly behind their peers in any area then discussion with parents/carers about the possibility of putting the child on the SEN register will take place.
Once discussion has taken place, a final decision will be made by parents/carers, the class teacher and the SENCo regarding the next appropriate steps.
If you have any concerns regarding your child then please raise them with the class teacher and/or the SENCo, Mrs. Heckman, through our school office.
All classes differentiate the learning according to the ability and needs of the child (this is referred to in the teacher’s daily planning). Separate activities that are related to the child’s IPM (Individual Provision Map) are also planned by the teacher. All interventions are extremely well planned by the TA delivering the intervention and are also structured to ensure progression is made.
Parents should be kept informed about their child’s progress half termly, through either a face to face meeting or a phone conversation, whichever is appropriate. If any outside agencies are involved then they like to meet with parents to discuss the work they have been doing. This is arranged when convenient with the parent/carer.
As a parent/carer, you are entitled to an IPM meeting every 3 months. If you would like a further meeting then please contact the class teacher and/or SENCo.
Inclusion passports are one way in which we record all the interventions that are being done with a child. The inclusion passport is a key document for anyone working with a child as it contains all the necessary information about the provision that has been made. This is a key document for outside agencies to have so that they know what provision has been put in place. The inclusion passport is kept electronically and updated throughout the year. It passes from one year to the next and is a fundamental document for transition in Year 6 to secondary school.
For further information then please contact the SENCo via the school office.
Provision, resources and services
Lessons are differentiated for all learners, including those with SEND, in order for them to access the learning at their level and make progress (daily planning).
The school has access to a wide range of professionals and outside agencies that we can contact for further support and advice. If we feel that outside agency input would benefit your child then we will have a meeting in school to discuss this with you.
We have access to;
- Speech and language Therapists
- Educational Psychologists
- Parent Support Advisers
- Enhanced Mainstream Schools for specific learning difficulties (Upper Wharfedale), communication and interaction (Embsay) and Behaviour, Emotional and Social Development (Greatwood).
- Specialist teachers for physically, hearing and visually impaired children
- Social Care
- Looked after children workers
- The MEA team, Minority Ethnic Achievement. This team also works with the Gypsy Romany traveller community and those children with English as an additional language.
- ASCOSS (Autism Outreach)
- Parent Partnership
Intervention groups may be necessary to help children make progress. Staff who deliver focused interventions such as narrative therapy and reading intervention have all the necessary training. As a whole school, we have refresher training for all the different areas of need. All our staff are trained and observed delivering interventions. In doing this we can ensure that all the staff are consistent in their approach.
Any staff who feel they need more training in a specific area have the opportunity to attend relevant training sessions.
Transition is very well planned for all children. We hold a meeting with the secondary schools in the area to discuss individual children and their needs.
There is also a document called the Inclusion Passport that is passed on to the next school. This documents all the interventions that have happened in primary school, along with other information such as interests, levels, strengths and recent achievements.
Children with SEND will also have extra visits to their new setting in order for them to become familiar with the routines of the day and staff they might meet.
Once the secondary school place has been confirmed then a meeting will be set up with parents, the current school SENCo and the SENCo from the secondary school to discuss how transition for the children will take place to ensure a smooth and relaxed change occurs.
North Yorkshire Local Offer
North Yorkshire County Council have published their local offer for children and families from 0 – 25 years of age. This outlines what is available for children and young people with SEND in our Local Authority. The main aim of the local offer is to enable families to see readily the support they can expect locally without having to struggle to find the information.
All schools are required to provide information to parents on how to seek additional support beyond that which is ‘normally available’ for their child.
The class teacher and/or the SENCo, Mrs. Heckman, will discuss with you how your child can receive this extra support. If there is any information that you would like to know that is not on the website, then please do not hesitate to contact Mrs. Heckman, via the school office.
Please click here for the North Yorkshire Local Offer.