SEN&D
Special educational needs and disability (SEND)
Cedar Road Primary School values the individuality of all our pupils.
We are committed to giving all pupils every opportunity to achieve the highest of standards.
From September 2014, all maintained schools and academies have a legal obligation to publish an annually reviewed Special Educational Needs Information Report. The purpose of this report is to give information about how the school implements the Special Educational Needs Policy.
Cedar Road Primary School is a fully inclusive school and all staff are committed to providing the best education possible for every pupil.
Our SENDCO is Miss Harriet Dowling (SENDCO@cedarroadacademy.co.uk)
Links to helpful websites or support locally available can be found here: SEN at Cedar Road (padlet.com)
Northamptonshire local offer webpage: Local Offer | West Northamptonshire Council (westnorthants.gov.uk)
We believe all children and young people are entitled to an education that enables them to make progress so that they:
- achieve their best
- become confident individuals who go on to live fulfilling lives,
- make a successful transition into adulthood, whether into employment, further or higher education, or training (SEN Code of Practice, p.81).
Equality and Inclusion for children with Special Educational Needs and/or disabilities (SEND)
What is SEND?
“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- a) has a significantly greater difficulty in learning than the majority of others the same age, or
- b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
How does our school know if children need extra help?
We know when pupils need additional support if:
- Concerns are raised by Parents/Carers
- Concerns are raised by teachers and school staff
- Concerns are raised by outside agencies
- There is a lack of progress over two terms (e.g. from September to Easter)
- There is a change in the pupil’s behaviour
- A pupil asks for help
Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and more formal assessments.
There can be a many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The schools understand that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
What types of special educational need do we provide for?
The Code of Practice identifies 4 broad areas of need: (SEN Code of Practice, p. 86/87)
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
At any given time we have a small number of pupils experiencing difficulties in one or more of these areas of need. This may be a relatively short term issue which may be resolved with targeted, timely support or it may be a difficulty relating to a long term issue or disability which may need a programme of on-going, rigorously evaluated and highly individualised support.
Levels of support offered by school:
Stage 1: All pupils will receive well-differentiated, quality first teaching, including, where appropriate, the use of small group interventions.
Stage 2: Pupils will be offered additional SEN support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all pupils in the school and will therefore be identified as having a special educational need as defined by the SEN Code of Practice 2014.
Stage 3: A small number of pupils may need support which requires a more individualised and specialist programme of support. In this instance the school will follow the statutory procedure for requesting a statutory assessment which may result in the writing of an Education Health and Care Plan.
The school will ensure that pupils with Education, Health and Care Plans and those with a statement of educational needs, dating from before January 2014, will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their statement/plan.
Full information about SEND Information can be found by downloading the full report on this page.
