It is the role of the SENCO to ensure that children with special educational needs and disabilities receives the support that they need. Our SENCO in school is Christine Hamilton, who can be contacted via the school office or email firstname.lastname@example.org
Any child or young person 0-25 is considered to have a special educational need or disability (SEND) if they:
- find it difficult to access the school curriculum in line with peers of the same age because of learning difficulties or disability.
- need significant adjustments made to allow them to access learning.
The 4 areas of SEND (as set out in the Special Educational Needs and Disabilities Code of Practice) are:
- Communication and Interaction
- Cognition and Learning
- Social, emotional and mental health difficulty
- Sensory and/or physical needs
The Code of Practice states (1.24):
High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014.
Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision us underpinned by high quality teaching and is compromised by anything else.
SEND teaching at Trinity Croft
We see the potential in every child and find ways of developing the strengths children have. Relationship between pupils and members of staff is paramount and we feel that we know the children very well. Teachers, and support staff, find ways of supporting in whole class sessions as well as providing bespoke interventions. We invest heavily in staff, in terms of the number of staff employed and their continual professional development. We track each child's progress and as soon as we perceive an area of difficulty, whether this is a specific difficulty related to learning, or an emotional difficulty that is preventing a child from fully participating, we find ways to address it to prevent the educational gap from growing. We work with outside agencies, when we feel this is necessary, in order to achieve the best outcomes for the children. We would discuss any concerns straight away with parents and carers.
Our 'open door' policy means that we listen to parents and carers and try to support. If you have a concern about your child then we want to work with you to allow your child to reach their potential.
At times children may need an Individual Education Plan (IEP), or a behaviour plan (IBP), this will allow us to create achievable targets that can be monitored. These IEPs will be shared with parents and carers at open evenings or in review meetings.
Where concerns are raised, either by the teacher or parent/carer, we would begin to monitor the child more closely.
Concerns may be :
- Failure to make progress despite quality first teaching, extra support in class and small group intervention.
- Regulation difficulties leading to a child disrupting their own, and class learning.
- Social and emotional difficulties.
As a school we use the documents below to help to identify specific areas of difficulty. This allows us to formulate a graduated response before involving more specialist agencies.
Education, Health and Care Plans
It may be in the best interests of some children to apply for an Education, Health and Care Plan (EHCP). This is always done in conjunction with parents/carers. Parents can also apply for an EHCP if they feel their child's needs cannot be met in mainstream education, or without a high level of adult support. As well as school staff supporting with this process there are other organisations who can help with decisions around EHCP.