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.



 STAGE

 

 OUTLINE OF PROCEDURES


 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  Children may be supported by additional adults, withdrawn as part of a group, or spend time in the Learning Support Pod.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.

 



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