At the heart of the work in our school is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of our children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments or attainment in specific subjects/area of learning fall significantly outside the expected range may have special educational needs (SEN). Our staff quickly identify who may need additional support in school and this is an ongoing, continuous cycle. Children's needs change over time and therefore the levels of and types of support needed reflect these changes.
The Code of Practice (2014) makes these points:
6.17 Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:
• is significantly slower than that of their peers starting from the same baseline
• fails to match or better the child’s previous rate of progress
• fails to close the attainment gap between the child and their peers
• widens the attainment gap
6.18 It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.
6.23 Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties.
A significant amount of support ('extra/additional help') is also in place for our children who do not have SEN but may experience a range of challenges in the school environment. Please see our Waves of Provision map below; this shows what support can be put in place in all of our classrooms, as our standard practice.
If you think your child may have special educational needs you are positively encouraged and welcome to come and discuss your thoughts with the class teacher, as the first point of contact.
It may be that further support is required via the school's Special Educational Needs Coordinators (Laura Small & Becca Lewis) or our Inclusion Manager (Sarah Fenby). We have an 'open door' policy and welcome our parents in to share their thinking. Talk to the class teacher first and then we can all work together from there, if needed.