SEN


Our Special Needs Policy defines a child as having special educational needs if he or she has   
“A learning difficulty which calls for special educational provision to be made for them.” 

A child has a learning difficulty if they:

· have a significantly greater difficulty in learning than the majority of children the same age 

· have a disability which prevents or hinders them from making use of educational facilities of a kind provided for children of the same age in school. 

We believe that early identification of such children is important in order to make appropriate provision for their educational needs. Therefore, from the time a child enters the school, teachers keep a check on their pupils’ progress, behaviour and social interaction. If there is cause for concern, the matter will be discussed by the class teacher, parents/carers, and the Inclusion Manager. The child will then be placed on the SEN Support register and parents will be officially informed.

 StageProvision 
 

Initial

(School based intervention)

 

 

If a child is identified as making slow progress and the teacher and/or parents are concerned the first response is always high quality teaching, targeting the area of need. Progress is carefully monitored within a given time period and then reviewed.


SEN support

 


If the difficulties persist, teachers will refer the child to the Inclusion Manager, who will decide upon the level of SEN support needed. Children may be supported by additional adults, withdrawn as part of a group, or spend time in the Learning Support Pod. Outside agencies such as a GP, Language support service, and the Speech and Language therapists may become involved.
 


Application for an Education, Health 
and Care plan.

 

 

Once the cycle of SEN support has been reviewed twice, it will be considered whether to request an Education, Health and Care assessment.

 



 Award of Education, Health and Care Plan

 
The pupil has a plan that clearly states the provision that must be in place. The plan is reviewed annually to secure good outcomes for that pupil. 


Here at Battle and Langton we pride ourselves in being an inclusive school. We work very hard to provide the best possible learning opportunities for all our children, including those with Special Educational Needs. We meet the needs of children in different ways:

· Teacher differentiation and scaffolding. In normal classroom environments, teachers provide activities and learning that is suitable to the needs of their children, and challenges them to learn at a faster rate. Teachers provide support for children to challenge themselves through additional Teaching assistant support, materials such as word banks or task planners, or alternative recording methods such as using a computer program.

· Individual support: For some children, in some subjects, the school may deem it necessary for children to receive more support and will timetable a Learning Support Assistant to work with the child 1-1, or 1-2. This is co-ordinated by the Inclusion manager.

· Learning Support Pod: In September 2014, we opened our self-funded Learning Support Pod. A few children with highly complex learning needs are taught in the Pod by a qualified teacher, and supported by a high ratio of Learning Support Assistants. They are attached to a year group class, which they join regularly (with adult support), but their main learning happens in the Pod through specially planned activities. These activities are targeted at the particular needs of the children and taught completely through a multi-sensory approach. Other children join the Pod either regularly or when the needs arise, for lessons or for some quiet time to work, away from normal classroom conditions. Although it is early days in our Pod, we are very proud of the way it is working. Please note, this is a self-funded project as we currently receive no additional funding from the local authority. 


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