The Special Educational Needs Co-ordinator (SENCO) is responsible for managing the Special Educational Provision across the school. The school operates a vast range of support and intervention for pupils in each year group.
Dear Parents and Carers,
DfE Changes to Special Educational Needs and Disabilities Provision for Children and Young People
The system for supporting children and young people with SEN and Disability is changing.
Statements of Special Educational Needs and Learning Difficulty Assessments (LDA) are being replaced with a single Education, Health and Care (EHC) plan for children and young people with complex needs. The EHC plan will place much more emphasis on personal goals and will describe the support your child will receive while they are in education or training.
Support for those without EHC plans
For those with SEN or disabilities who do not need an EHC plan, ‘SEN support’ has been introduced, which replaces School Action and School Action Plus. Schools and Nurseries must work with the child’s parents or carers when agreeing what support they will provide and what this support will achieve, drawing in additional resources as needed, setting clear targets for progress, and tracking how it is working.
Transferring over to the new system
School pupils and those in the early years on School Action/ School Action Plus should have transferred to the new systems by the end of the Spring Term 2015, if they fulfil the criteria.
A new SEN&D whole school policy is now available via the link below.
This policy has been developed in consultation with a working party, consisting of key stakeholders within school. Many thanks to everybody who was involved in the consultation process.
The SENCO guidance information has been updated and is also available via the link below.
Many thanks for your understanding during these changes and please be assured that while policies and formats are being updated the support for your child will remain in place and should there be any changes to this then you will be fully consulted during the process.
Pupils are given many high quality opportunities to develop their curiosity and creativity. They are encouraged to use their imagination, for example when thinking of ways to praise a friend, and are taught to respect the feelings and viewpoints of others.
Pupils are engaged and motivated by the way teachers present and teach the well-planned curriculum. This not only ensures that good learning takes place but makes a strong contribution to pupils’ spiritual, moral, social and cultural development.
Teaching assistants make a strong contribution to the good learning taking place, especially when pupils with special educational needs are taught in small groups outside the classroom. They work in very close partnership with teachers and bring an additional range of helpful skills and experiences into the classrooms.