Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Hutton Henry CofE Primary School we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
The first person to identify that a child has special educational needs may be:
- Yourself, as parent or carer
- The class teacher
- A health visitor
- Another medical professional
If it seems that your child may have special educational needs, your child’s class teacher or the Special Needs Co-ordinator (SENCO) will assess:
- What your child is good at and what they need help with
- What your child would benefit from learning
- How best to help your child learn
Information about your child’s targets and any extra support they receive at school may be recorded on a Support Plan or Provision Map
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
- Quality First Teaching
- Specific group work matched to the needs of the child
- Specialist group support from outside agencies e.g. Speech and Language Therapy;
- Specific individual support for children whose learning needs are severe, complex and lifelong
- Range of teaching and learning styles;
- Broad and balanced curriculum
- Opportunities for social interaction
- Differentiated learning opportunities
- Activities focused on targets set
- An innovative and supportive curriculum;
- Mentoring and Counselling;
- A broad range of extra-curricular activities, Differentiated materials.
- School trips planned to take account of individual need
Support for literacy, numeracy, children with significant learning difficulties, children with physical needs, children with speech, language and communication needs, children with a hearing, visual or multi-sensory impairment, children with social, emotional and mental health difficulties, children with medical needs, children with English as an Additional Language and looked after Children with SEND will require specific support focused on individual need and using the expertise of school staff and external agencies. Using support methods listed above in conjunction with specific agreed support, school will ensure that individual needs are met.
School enables children and young people with disabilities to engage in activities and other educational provision e.g. sports and arts. This is achieved by ensuring that at the earliest stage the needs of individuals with SEND are considered. Staff are knowledgeable to support these needs.
The school tracks and monitors pupil progress for individual pupils with SEND. Detailed records show progress throughout the school year. Progress is measured using appropriate assessment tools .
The school evaluates the effectiveness of provision for pupils with SEND by monitoring teaching, learning and progress. SEN Support Plans make clear the targets for individual children.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
