Glade is an inclusive school and we always endeavour to do our best for all of our children. All of our teachers are teachers of children with special educational needs and disability (SEND). They all follow the school’s SEND policy and know about ways in which their classroom organisation and their teaching may need to be tweaked to accommodate children with a range of SEND.
Our school Inclusion Co-ordinator, sometimes known as a SENCO (Special Educational Needs Co-ordinator) is Ms J Jarrett. She can be contacted at email@example.com or via the school office.
It is a priority within the school to identify and assess the abilities of all children as soon as they enter school. Where a weakness in a child’s performance at school is identified, extra support may be started. This will consist of a detailed plan of how, as a partnership, school and parents are going to work to overcome the weaknesses.
In cases where a further provision is required other professionals (advisory teachers, psychologists, etc.) are consulted with the approval of the parents. In certain cases a statement of special educational needs is drawn up by the Local Authority. A statement is a more formalised document that is compiled on evidence.
You can download the Department for Education guide to SEN for parents from here.
The website ehcpjourneys.com has useful guidence for parents with children who have or may need an Education & Health Care Plan.
The full SEN policy can be downloaded from the policy page and you can download our SEN Local Offer here.
The SEN Code of Practice (2015) is the legal document which describes how schools should support children with SEN. According to that document:
A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age
Some children may have a disability, a diagnosis of ASD, a sensory difficulty or a medical problem but these children are not included on the SEN register unless there is a learning difficulty.
Bullying of children with SEND
As a school, we have a policy of zero tolerance towards bullying of any nature. We recognise that bullying of children with SEND is particularly sensitive, especially when the children either are not aware they are being bullied or they struggle to communicate their experiences. The playground and school are always patrolled during playtimes and lunchtimes and members of staff – often the class teachers and members of the senior leadership team – are always available to listen and intervene where there is any suggestion of bullying.
We teach children that bullying is everyone’s responsibility and encourage them to come forwards if they think another child is being bullied. We will also investigate complaints of bullying from parents.
Identifying children with SEN and assessing their needs
Parents, class teachers and teaching assistants are all involved in identifying children’s learning needs. All teachers regularly talk to the parent s of the children they teach and keep them informed about any concerns. Concerns may also be raised at termly pupil progress meetings when teachers and senior leaders sit together and identify children whose progress is disappointing.
Initially, the teacher will use their knowledge of the child to change something about the child’s learning opportunities in order to see whether the child begins to make better progress. Often, this will solve the problem.
Some children will need something which is ‘different from or additional to’ the opportunities offered to all children in the class. With their parents’ permission, these children are discussed with the SENCO . If the SENCO and teacher together think that there is an additional need, the parent is invi ted to a meeting and together agree whether or not to put the child on the SEN register.
Once on the SEND register a child’s needs are assessed in more detail and additional support planned for . This may include assessments and advice from education or medical professionals outside of school. A parent’s permission is always asked for and parents are kept informed of the outcomes of these assessments.
Most children on the SEN register are accommodated at ‘SEN Support’ (SENS). These children have targets which they are supported in meeting. The support may take the form of an intervention, additional adult support, access to ICT or some change to their environment: the support is individual to the child in order to help them to meet their targets. There i s a termly meeting to discuss progress with parents.
A very small number of children will be referred for assessment for an Educational, Health and Care Plan (EHCP). These have replaced statements. Most of these children are likely to need a specia list school at some point. Children with EHCPs have a record of support and a termly meeting to discuss progress in the same ways as children on SENS. The EHCP is reviewed annually with the child, their parents, teachers and any other adults that work wi th the child. This is when changes can be made to the EHCP to reflect any changes in need.
More information on SENS and EHCPs can be found at the Schools’ Offer which answers over 300 questions put by parents.
Glade Academy receives funding from the Department for Education, some of which is intended to support children with SEND. For children who have particularly high levels of need and support, we apply for to- up funding (High Tariff Needs Funding) from Suffolk.