Special Educational Needs Information Report 2022
At Greatworth School the Head teacher and Governors oversee the school’s procedures for inclusion and are responsible for ensuring that it is implemented effectively throughout the school. The governors have a delegated member with responsibility for SEND. The purpose of this document is to clarify to Parents, School staff, Governors and parents how the special educational needs of pupils are managed at Greatworth School.
- To identify effectively and assess the needs of all children
- To set appropriate targets that accelerate progress
- To monitor and review learning and raise achievement
- To liaise with and involve parents and value their contribution to their child’s education
- To listen and respect the views of the child
If a child is not making expected progress at any point, they may receive additional intervention sessions to enable their learning to catch up. Despite high quality classroom teaching and interventions, some children may be unable to make expected progress in their learning for a variety of reasons. Therefore there may be a special need.
SEND Co-ordinator: Lesley Lutas-Brown
SEND Governor: Mrs Laura Laws
The kinds of special educational needs for which provision is made at the school
- Communication and interaction
- Cognition and learning
- Social, Emotional and Mental Difficulties
- Sensory and/or physical needs
Below are the proportions of children with each area in our school. Please note that this is a primary area of need and children may have 2 or more areas of need. Due to small numbers the SEN breakdown is given as a whole rather than by year group.
Other policies linked to this policy:
- Accessibility Plan
- Anti-Bullying Policy
- Complaints procedures
- Equality information and objectives statement
How do we define SEND in our school?
The definition of a child with SEND is ‘where their learning difficulty or disability callsfor special educational provision, namely provision different or additional to that
normally available to pupils of the same age.’ – The SEND Code of Practice: 0 to 25 years, 2014. In line with the Code of Practice, we make provision for children with cognitive, communication and interaction, sensory, physical and social, emotional and mental health needs.
How do we identify SEND in our school?
The rate of progress a child makes is carefully tracked and monitored during their time at Greatworth School. If their rate of progress is slow despite high quality teaching and additional interventions, the class teacher will refer the child to the Mrs Lutas-Brown who will investigate the possibility of an undiagnosed special educational need. The identification of SEN will be set out and logged in the school Inclusion and SEN Register.
We use RAISE online and school data to measure and assess progress of pupils with SEND. We evaluate how well the school supports the progress of pupils with SEND in comparison to other schools both locally and nationally and use this to improve future provision.
As SENCo, Mrs Lutas-Brown, will liaise with the child’s parents, class teacher and other staff who may have supported the child; complete diagnostic work with the child if appropriate and the refer the child (with parental consent) to specialist professionals who work with the SENCo. For example, this may include referrals to the Paediatrician, Speech and Language Therapists, Occupational Therapists and The Educational Psychology Service.
Once this information has been gathered, a meeting will be arranged with parents and professionals to discuss the child’s needs and the appropriate actions that need to be taken to help support their learning, including adding the child to the school’s SEND register.
Concerned parents should speak initially to the class teacher.
How does the school let parents know if it feels that children need extra help?
Teachers review the progress of every child regularly. Intervention, either within lessons or in addition to lessons, is planned for children who are not making expected progress or who have gaps in their learning. This is recorded and evaluated in a CAPPs document (Class Assessment and Progress Plan). Formal parent consultations are held in the autumn and spring terms and parents also receive a written report in the summer term. If, however, there are any concerns about a child’s progress between these times, teachers will contact the child’s parents.
What should I do if I think my child has SEN?
If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s teacher. This may then result in a referral and meeting with the school SENCo, Mrs Lesley Lutas-Brown (SENCO and Headteacher) firstname.lastname@example.org.
How do schools help?
Schools will try to make adjustments to accommodate children who have special educational needs but not all schools are accessible for children who have mobility or sensory difficulties. You can find schools that have been identified in the Accessibility Strategy plan on the Local Offer.
We advise parents to discuss their children’s special educational needs with a member of staff at their preferred school before applying.