How We Support SEND
Easington Colliery Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
Types of SEND
At Easington Colliery Primary School, we have experience of supporting children and young people with a wide range of need including:
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At Easington Colliery Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Easington Colliery Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
All children at Easington Colliery Primary School are reviewed for their progress half termly. At the end of each term children take optional SATs to record a standardized level. This plays a central role in assessing whether children have additional needs. The Inclusion Manager attends all Pupil Progress meetings along with Phase Leaders and Class Teachers. In these meetings individual children’s progress is discussed and any additional requirements discussed.
If a teacher has concerns relating to any aspects of your child’s academic, social or emotional progress they will approach parents for a meeting. During this meeting a “short note” will be completed. This is simply a record of the meeting, and action to be taken. This is also renewed termly to ensure progress is being made and appropriate intervention in place.
If progress rates are still judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral made by the Inclusion Manager to specialist services such as:
- Educational Psychologist Service
- Educational Welfare Officers
- Physical and Disability Support Service
- Social Services
- School Nurse
- Child & Adolescent Mental Health Service
- Place 2 Be (Child Play Therapy)
- ASD Team
- SALT Service
- SEND Team
- Sensory Support
When a referral is made to one of the agencies above a SEN Support Plan will be written. This will involve a meeting between parents, child and all professionals concerned.
A SEND support plan is a document which breaks your child’s areas for development into education, health and social targets. Long term outcomes are set and then the steps for successful achievement of this target are planned. At this point your child’s name will be added to the SEND register, which is monitored by Miss Smith (SENCO)
This SEN Support Plan is renewed every term and shared with parents. This closely monitors your child’s progress and identifies the need for advice and support from other professionals. A SEN Support plan will be required until your child makes the appropriate progress.
In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families.
Education, Health Care Plans
For a very small percentage of pupils, whose needs are significant and complex and the SEN Support Plan required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care Plan (EHCP) plan being provided.
In some cases it may be felt by the Local Authority that an EHC is not required and the child’s needs can be met within the setting with a SEN Support Plan and some top up funding to meet the child’s special educational needs.
Staffing and any Specialist Qualifications/Expertise
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.