Special Educational Needs/Disability

Special Educational Needs and/or Disability (SEND)

It is our aim here at Scargill that all children, regardless of background, ethnicity or level of need, are supported to thrive.

It is our intention that children with special educational needs and/or disabilities (SEND) are supported to achieve their potential through access to quality first class teaching and appropriately adapted learning activities and approaches.

Our long term goal is to help equip our children with the knowledge and skills they need to live fulfilling and independent lives, achieving the goals and aspirations that our children set for themselves, with the support of all those around them.

 

Intent:

  • To provide full access for all pupils to a broad and balanced curriculum
  • To ensure that the needs of pupils with SEND are identified early
  • To ensure these pupils are assessed, monitored, planned for and regularly reviewed to improve outcomes and therefore make the necessary progress
  • To enable pupils with SEND to achieve their potential
  • To ensure pupils are prepared for adulthood
  • To ensure SEND pupils are equipped for life in the wider community
  • To ensure parents/carers are fully engaged in decision making, assessing progress and determining goals
  • To gain the views of the child and enable them to have a voice
  • To take into account the views, wishes and feelings of parents/carers
  • To provide advice and support for all staff working with pupils with SEND
  • To identify and refer pupils to the appropriate services where a need has been identified
  • To implement the advice of experts and professionals involved from outside of the school
  • To identify and direct parents to the best providers of support
  • To provide detailed information about the arrangements for identifying, assessing and making provision for pupils with SEND
  • To support key transition points to allow them to be as smooth as possible

 

Implementation:

  • We will implement and regularly review the SEND policy, ensuring its effectiveness and adjusting it accordingly
  • Our Reception staff will identify children in Reception who may have additional needs as early as possible and work closely with the  SENDCO to ensure the appropriate level of support is planned for
  • The school SEND list is kept up to date and regularly reviewed, including data on primary needs etc...
  • The SENDCO will initiate and complete relevant paperwork for referrals to other services or applications for funding e.g. Education, Health and Care Plans (EHCP), Inclusion funding, Speech and Language Therapy referrals and other health referrals etc.
  • We will co-ordinate support for children with SEND both at home and in school to ensure a holistic approach through regular meetings with parents to capture their views as well as those of the child
  • The SENDCO will liaise with external agencies and help the staff to implement their strategies and advice
  • As a supportive and diligent school we will support teaching assistants with training and expertise to ensure the best outcomes for children with SEND
  • Our Thrive approach is used to support those identified with emotional, social and mental health
  • SENDCOs will attend training and network meetings to keep up to date with current issues, research key SEND areas and disseminate relevant information to staff
  • We will ensure that staff receive continued professional development (CPD) through in-house training
  • SENDCOs will report to governors on the progress of SEND children and the current strengths and areas in need of developing
  • A flexible approach to the curriculum is taken for pupils with SEND who may need a more tailored, bespoke approach 
  • Regular learning walks and book looks will take place to ensure that SEND children are well supported and making progress as well as Pupil Progress Meetings between teachers and Senior Leaders
  • We will strive to ensure that children are fully prepared for the next phase of their learning and that they develop appropriate life skills to help them live with growing independence
  • That children will be prepared mentally and socially for the challenges that the future may bring

 

Impact:

  • Our children with SEND are happy, safe and have their needs addressed
  • We develop safe learning environments where difference and diversity is embraced and all pupils are respected and respectful
  • Through embracing restorative practices and emotion coaching techniques, those children with social, emotional and mental health needs can thrive
  • Children have a voice and feel heard – they are involved in decisions made about themselves
  • Staff are empathic, supportive and compassionate and create effective learning opportunities for all
  • Parents feel listened to, supported and play an important role in decision making about their child
  • Early intervention means that we can implement support/provision quickly
  • Relationships between staff, pupils, parents and wider professionals are at the heart of everything we do at Scargill where we want all our children to have a love of learning

Scargill Church of England Primary School is a mainstream, fully inclusive school where all classes are of mixed ability and attainment. Teachers provide work that is suitably adapted to match the needs of all children, including those with SEND.  This is achieved though the effective deployment of a wide range of staff, resources, materials and knowing our children really well.

If your child has SPEND, the school follows the Code of Practice to ensure that inclusion is achieved and progress is made. There are four SEND categories:

- Cognition and Learning

- Social, Emotional and Mental Health

-Language and Interaction

-Physical/Sensory

 

 If your child is identified as SEND, parents will become informed by the class teacher. 

Depending on the level of support your child receives, they will have identified Specific, Measurable Achievable, Realistic and Time bound (SMART) targets which will be reviewed regularly, usually three times a year.  Children play a central role in evaluating their progress and helping to determine future targets.  Parents will have the opportunity to review progress at both formal times during the year (e.g. parents evenings) and also in interim informal review meetings, where needed.  

Some children require the support of specialist agencies such as Speech and Language Therapists, Behaviour Support, Educational Psychologist etc.  If this is the case for your child, parents will be kept fully informed of the process. At Scargill we pride ourselves on establishing and maintaining close communication and links between families, school and outside agencies making sure that your child remains the central focus of all our efforts.

Click on the link below to view our early identification easy to read flow chart.

 

The members of staff responsible for leading SEND are our SENDCOs Mrs Hallsworth, (KS2) and Miss Clutterbuck (Reception-Y2) 

Contact: 0115 9320005 or senco@scargill.derbyshire.sch.uk 

Both SENDCOs are qualified teachers with a National Award in Special Educational Needs Co-ordination.

Please click below to view our SEND information report.

 

Special Educational Needs Governor

My name is Susan Rogers and I am the SEN Governor.

srogers@scargill.derbyshire.sch.uk

My role includes:

working alongside the SENDCOs to monitor the provision and practices within the school
supporting school in its work with children with SEN- numbers, staffing ratios, budget allocation
reporting back to the full governing body after discussions with the SENDCOs so all governors know about current situations of the school