Special Educational Needs and Disabilities (SEND)
At the heart of the work of every primary school class is a continuous cycle of planning, teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of the children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments and achievement in specific subjects fall significantly outside the expected range may have Special Educational Needs (SEN).
What does special educational needs mean?
The school follows the national government requirements of the SEND Code of Practice 2015. A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age has a learning difficulty or disability if they:
Who to talk to first:
Always speak to your child’s teacher first if you have concerns about your child’s learning or development. They will let you know what they are doing to address your child’s needs.
Teachers monitor and assess children’s progress regularly and will inform you if they have concerns about your child’s progress and what they will do to address this.
What happens next:
If your child does not make progress, despite well-targeted teaching, the teacher may need to do more detailed assessment and put in place an intervention or more specific strategies which will be reviewed during the following term. The teacher will assess the progress and adjust provision accordingly.
On the second review, if your child still has not made the expected progress, the teacher will work with the school’s Special Educational Needs Coordinator (SENCO) to establish whether your child has special educational needs, which may involve referral to outside agencies for more specialised assessment. The school will begin the One-Planning process, which is a person-centred approach to SEND support.
If your child has already seen a Paediatrician or Therapist who has identified that your child has special educational needs, please let the school SENCO know and we will work with you to put the right support in place.
Jenna Orchard
SENCo & Inclusion Lead
SEN/Inclusion Provision
We welcome all children and adults to our school and will do our best to provide the highest quality provision possible in a mainstream school.
At the heart of the work of every primary school class is a continuous cycle of planning, teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of the children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments and achievement in specific subjects fall significantly outside the expected range may have Special Educational Needs (SEN).
For children who have a specific learning difficulty or a disability, our Special Educational Needs and Disabilities (SEND) policy outlines the educational support we provide.
If a teacher notices a pupil experiencing difficulties with their learning they will seek guidance from the school Special Educational Needs and Disabilities Co-ordinator (SENDCo). Advice will be given, which may include alternate strategies to support the pupils learning. Both class teacher and SENDCo will hold a meeting with parents to discuss next steps which could include:
When a child is placed on the Special Educational Needs register, consultation with parents will continue through:
SENDIASS is an independent service to advise and support parents of children with SEND.
They can advise and give support on:
To go to the PATT SENDIASS website click here.
