Special Educational Needs and Disability
OUR SCHOOL: The Brigg Infant school is located in the market town of South Normanton, Derbyhire just off J28 of the M1. Approximately 160 children attend our school and we have 6 classes: 2 EYFS classes, 2 Year One classes and 2 Year Two classes.
OUR SENCO; Mrs L Trimmings, who has overall responsibility for Special Needs provision.
OUR AIMS FOR SEND PROVISION; At the Brigg Infant School we aim to provide equality of opportunity for all our pupils. We aim to encourage all our pupils towards high personal achievements.
Children with special educational needs and disability will be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage and the National Curriculum. Consideration will be given on an individual basis to identifying and meeting the needs appropriately of children with special educational needs and disability.
Supporting Pupils and Families
We actively involve parents and carers in their children's learning and the life of the school. We encourage them to participate from the outset and throughout their child's educational career at the school. We value the views of parents and the child in assessing special educational and disability needs.
Identifying Special Educational Needs
Children having special educational needs are identified by parents and carers, class teachers, the SENCO, teachers at Nursery School, other pre-school providers, or other professionals, such as Health and Social Care workers.
We recognise that it is very important that children with special educational needs are identified early.
We follow the guidance outlined in the SEN Code of Practice 2014. It identifies four broad areas of special education need:
- Communication and interaction. Children with speech, language and communication needs (SLCN) have difficulty in communicating with others.
- Cognition and learning. Support for learning difficulties may be required when children learn at a slower pace than their peers, even with appropriate differentiation.
- Social, emotional and mental health difficulties. Children may experience a wide range of social and emotional difficulties.
- Sensory and/or physical needs. Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided.
Children with SEN may have a disability under the Equality Act 2010.
A person has a disability if he or she has a physical or mental impairment that has a substantial or long-term (likely to last more than a year) adverse effect on his or her ability to carry out normal day-to-day activities.
This includes children with mobility impairments, sensory impairments, learning disabilities, mental health conditions, epilepsy, aids, asthma and progressive conditions such as multiple sclerosis.
Not all children who are defined as having a disability have special educational needs, for example a child with severe asthma. The definition of special educational needs includes disabled children if they have a difficulty in accessing the general educational provision made by the school.
ANY COMPLAINTS; In the unlikely event that you have any concerns about the support the school provides for a child with SEN, please see Mrs Trimmings in the first instance.
Formal complaints should be addressed to the headteacher, Mrs A Spencer, who will be pleased to offer support and guidance. Please email firstname.lastname@example.org
|The LOCAL SEND OFFER from DERBYSHIRE COUNTY COUNCIL: can be found at www.derbyshiresendlocaloffer.org/. Derbyshire's Local Offer is where you can find out about a range of services and support for children and young people with special educational needs and/or disabilities (SEND).|
|OUR SEND OFFER REPORT;|
|A copy of this information page is also available from the school office|
The graduated response to identifying and assessment of special educational needs
We have adopted the Graduated response to the Identification and Assessment of Special Educational Needs, as set out in the Code of Practice 2014.
There are two levels of involvement when a child is identified as having SEN through SEN Support and when a child has a Statement or Education, Health and Care (EHC) Plan.
If a child has identified special educational needs when they start school the head teacher, SENCO and the class teacher will:-
- use information from the child's previous educational experience to meet the child's special educational needs;
- use the Early Years Foundation Stage assessment process to identify the child's skills and highlight areas for early action to support the child within the class;
- ensure that ongoing observation and assessments and review form the basis for planning the next steps in the child's learning;
- involve pupils, parents and carers in developing and implementing a joint learning approach at home and at school.
- for higher levels of need arrangements will be made to obtain more specialised assessments from external agencies and other professionals.
- parents and carers are fully involved in the assessment process. Discussions with parents will focus on the child's areas of strength and difficulty, the parents' / carers' concerns,
- agreed outcomes and next steps.
School have adopted the Assess, Plan, Do and Review cycle as outlined in the SEN Code of Practice 2014.
The class teacher and SENCO will gather information and assessments of the child's progress.
When a class teacher and SENCO identify that a pupil has special educational needs, interventions additional to or different from those provided as part of the usual differentiated curriculum are taken to enable the pupil to learn more effectively.
The child is placed on the school's SEN register and parents are informed that special educational provision is being made.
The teacher and the SENCO will agree in consultation with the parent and child the interventions and the support to be put in place as well as the expected outcomes.
For children who require SEN Support a plan for the child will be recorded by the class teacher. This will contain an outline of support, resources and strategies implemented.
All teachers and support staff who work with the pupil are made aware of their needs, the outcomes sought, support provided and teaching strategies required.
The SENCO will support the class teacher in further assessment of the child's particular strengths and weaknesses and reviewing effective support.
Plans will seek parental involvement to reinforce or contribute to progress at home.
Support plans will be reviewed by the class teacher three times during the school year. Parents, carers will be involved in the review. The impact and quality of the support and interventions should be evaluated, along with the views of parents and the child. Parents will be fully involved in planning the next steps.
Where a pupil has an EHC plan, the local authority must review every twelve months. The LA requires schools to hold an annual review meeting.
The involvement of specialist support and outside agencies can be sought to advise school on the early identification of SEN and effective support and interventions.
The involvement of specialists is always discussed with parents and carers.
Advice will be sought from specialist services when a child after receiving individualised SEN support continues:
- to make little or no progress in specific areas over a long period;
- to have difficulty in developing literacy and mathematic skills;
- to have emotional or behavioural difficulties which substantially and regularly interfere with their learning or that of the class;
- has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;
- has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
The SENCO will take the lead in:-
- arranging any further assessments of the child;
- planning future interventions for the child in discussions with colleagues, and outside agencies;
- monitoring and reviewing the action taken.
Support from other agencies is available as necessary and may be secured through the School SEN funds, LA, Health and Social Care:
- Educational Psychology Service
- Local Inclusion Officer Service
- Speech and Language Therapy Service
- Service for the Support of the Hearing Impaired
- Service for the Support of the Physically Impaired
- Service for the Support of the Visually Impaired
- School Health Service
- Behaviour Support Service
- MAT team support
- Positive 4 Young People
Requesting an Education, Health and Care Needs Assessment
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child, or the child has not made expected progress, the school will consider requesting an Education, Health and Care needs assessment.
Evidence of actions taken as part of SEN support will be used to inform the decision to assess made by the LA. The LA will decide whether it is necessary to make provision for the child with an EHC plan and whether an EHC needs assessment is necessary.
An EHC plan will specify how services will be delivered and explain how best to achieve the outcomes for the child across education, health and social care.
During the transition period the LA will transfer children with statements onto the new system.
Derbyshire Local Officer
Located at www.derbyshiresendlocaloffer.org/
Derbyshire's Local Offer is where you can find out about a range of services and support for children and young people with special educational needs and/or disabilities (SEND).
You can use the searches on this site to find the services you need and find out where you can get further support and advice.
The Derbyshire Local Offer includes information on:
- Schools and colleges (specialist and mainstream)
- Childcare and education for the early years (ages 0 − 5)
- Transport to and from education including early years
- Health services and support
- Support for families
- Preparing for adulthood (including housing, training and apprenticeships)