We believe that a child has Special Educational Needs (SEN) if he or she has a learning difficulty, which calls for special educational provision to be made for him or her and in accordance with the Children and Families Act (2014) together with the Code of Practice 2014 we endeavour to make Special Provision based on those needs. Regard will also be taken of the Equality Act (2010) and the Special Educational Needs and Disability Regulations 2014.
Children have a Learning difficulty if they:
- have a significantly greater difficulty in learning than the majority of children of the same age; or
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
- are under compulsory school age but would be likely to fall within the above definitions (a and b)when they reach school age or would do so if special educational provision was not made for them
(The above definition of SEN is taken from P4/5 of the SEN Code of Practice 2014.)
Areas of Special Need: -
- Communication and interaction e.g. language difficulties and autism
- Cognition and Learning e.g. learning difficulties and specific learning difficulties
- Social, Mental and Emotional Health e.g. attachment disorder
- Sensory and/or Physical e.g. visual or hearing impairment
- Medical conditions
Many children who have SEN may have a disability, defined by the Equality Act 2010 as '...a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities'. Children with disabilities do not necessarily have SEN but there is significant overlap between disabled children and those with SEN.
Admission arrangements for pupils with SEN without a statement
The arrangements for these children do not differ from those of other children unless there is a medical condition needing special facilities. In this case consultation between Parent, Staff and Welfare takes place prior to entry.
Special facilities which increase or assist access to the school by pupils with SEN
The school building is totally on the level and easily accessible to wheelchairs. There is a ramp for wheelchair access onto the playground.
IDENTIFICATION, ASSESSMENT AND PROVISION FOR ALL PUPILS WITH SEN
Allocation of resources to and amongst pupils with SEN
A small part of the SEN allocation in the budget is controlled by the SEN Co-ordinator, who uses it to maintain a central store of SEN support materials, which are listed in an inventory. Class teachers are resourced from this as necessary.
The major part of the allocation is spent on staffing. We use a combination of teaching and non-teaching support within the classrooms, which is overseen by the class teacher. We currently have 22 LSAs giving in total 495 hours of support. Children requiring a great deal of support for SEN in the area of cognition and learning attend a small group setting during literacy and numeracy sessions which is run by a HLTA (higher level teaching assistant) in accordance with the SENCO, and at least 2 other LSAs. There are between two and four LSAs working in each of the lower sets in Literacy and Numeracy, giving support to those children who are experiencing greater difficulty than their peers in either subject. There is one LSA providing support within the classroom in each class throughout the afternoons.