Mrs Walker is the school’s SENDCo and is assisted by Mrs Cope. We work with children who need extra support.
Mrs Cope also offers support for children with social, emotional and mental heath needs.
The school has procedures for identifying those pupils who have special needs and will ensure that each child has full access to a balanced curriculum, differentiated for their individual need. Teaching staff, parents, the child and where necessary the Local Authority are involved in decision making to support each child’s individual needs.
Initially, pupils are identified by concerns expressed by parents or teachers. The Special Educational Needs Coordinator (SENCo) is informed and the pupils are put on Special Educational Needs Register. At this point the procedure of Special Educational Needs begins.
The graduated response, adopted in the school, recognises that there is a continuum of needs. This is recommended in the SEN Code of Practice and is in line with the Local Authority policy.
The school follows a specific process for the identification and assessment of each child with an additional need:
If a teacher identifies a child who may be of concern, the child’s needs are discussed with the SENCo and they are placed on Initial Concern. Quality first teaching continues and a few additional strategies may be put into place by the class teacher. The child is monitored closely and reviewed each term with the SENCo. The teacher will inform Parents/Carers.
If a child has not made adequate progress during the Initial Concern Review they will be placed on Class Action. At Class Action the child will receive additional differentiated strategies and /or boosters/interventions designed to support the child’s needs. The teacher will inform Parents/Carers of this provision.
SEN Support (Special Needs Register)
If a child has not made adequate progress during the Class Action Review they may be moved to SEN Support after parental/carer consent is sought by the SENCo. Following this the Class Teacher and SENCo will create a Child Profile and Individual Education Plan (IEP) to support the child’s identified needs. This sets out any arrangements that are additional to or different from the curriculum. The parent/carer and child will be fully involved in the target setting and review process each term.
SEN Support Plus
If adequate progress is not made after a substantial period of intervention at SEN Support the child may be moved to SEN Support Plus with the consent of the parent/carer. This will allow the school to liaise with the appropriate external agency/agencies which may be able to offer specific support for the child’s identified need/s. The school may request Top-Up Funding from the Local Authority if the child continues to make little progress.
If a child makes appropriate progress during any of the stages listed above the child will be moved down the chain of support and regularly reviewed.
School/Parental/Carer Request for an Education Health and Care Plans
A request may be made by the school/parent to the Local Authority if a child continues to demonstrate significant cause for concern. The Local Authority will be given information about the child’s progress over time, and will also receive documentation in relation to the child’s special educational needs and any other action taken to deal with those needs, including any resources or special arrangements put in place.
SEN INFORMATION REPORT
All schools are supported to be as inclusive as possible, with the needs of pupils' with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.
The four broad ‘areas of need’ are defined as:
Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
Our school SENCo (special Educational Needs Co-ordinator) is Mrs Walker. Our school SENTA is Mrs Janet Cope. Mrs Walker has dedicated time each week to support children and families. If you would like to see Mrs Walker, an appointment can be made with Mrs Walker through our school office.
From the 1st September 2014, under Section 65 (3) (a) of the Special Educational Needs (Information) Regulations, all schools are required to publish an SEN Information Report on their school websites.
This report must contain SEN information as is set out in the Schedule, as well as utilising the Local Authority (LA) Local Offer. Consequently, the report should meet the needs of SEN pupils as determined by school policy and the provision that the school is able to determine.
Further information on the Schedule can be found by following this link:
At Vine Tree Primary School we support and values the abilities of all our pupils. It is our duty to provide equal opportunities for every person in our care and a safe and fully equipped learning environment which caters to the needs of every child as an individual. We are committed to inclusion within the school curriculum and participation in all aspects of school life.
SEND is an acronym for Special Educational Needs and Disability
If you wish to contact our SENCO (Special Educational Needs Co-ordinator), please telephone 01270 661526 and ask for Mrs Debbie Walker