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Definition of Special Educational Needs (SEN)
Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Children have a learning difficulty if they;
- have significantly greater difficulty in learning than the majority of children of the same age; or
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language which they will be taught.
Special educational provision means:
- for children of two or over, education provision which is additional to or otherwise different from, the educational provision made generally for children of their age in schools in the area.
- for children under two, educational provision of any kind.
(This definition was taken from the SEN Code of Practice)
Our school mission statement indicates that Holy Trinity Rosehill CE Primary School:
“Give high priority to the spiritual development of pupils enabling them to develop attitudes of mutual respect and responsibility and to realise their full potential”.
This statement reflects our aim to educate all children by providing relevant experiences, to enable them to reach their full potential, whatever their needs.
Children with SEN, that is when a child finds it much harder to learn than most other children of the same age, will have special provision made for them, in most cases by the class teacher.
“All pupils, including those with special educational needs share the right to a broad and balanced curriculum.”
At Holy Trinity Rosehill C.E. Primary School we aim to help all children to benefit as fully as possible from their education. Children work mainly within their own class group, participating in intervention groups where appropriate (ELS, ALS, FLS, HAMSTER, ZOOM, Direct Phonics, Y6 TARGET etc).
If a pupil causes the teacher concern he/she will be monitored by the SEN co-ordinator and if necessary placed on the SEN register.
The pupil who has a specific learning or behaviour difficulty will usually follow identified targets. The targets will be set with by the class teacher alongside the parents and the child (K.S. 2). These targets will be implemented by adults who work with the child. These will be reviewed twice yearly at parent consultation evenings. Support given is identified on a provision map and is updated termly.
Those children who have difficulties that can not be reached solely by the school maybe supported by outside agencies, such as RAPT, BSS, Educational Psychologist, Child protection service etc.
At all stages the children on the SEN register will be monitored and reviewed by the class teacher and/or SENCo. The reviews will take place twice in an academic year. (At the parent consultation evenings) Children with statemented provision, or guaranteed transition support will have an annual review.
Holy Trinity Rosehill C.E. Primary school is an inclusive school, promoting a sense of community and belonging through its:
- Inclusive ethos
- Broad and balanced curriculum for all pupils
- Systems for early identification of barriers to learning and participation.
- High expectations and suitable targets for all children.
Children with SEN may require extra help and time to reach attainment levels. In such cases the class teacher will provide differentiated work and set realistic, but challenging targets to fulfil the needs of the child. Extra time and access to a reader will be considered when completing S.A.T.s.
Our Special Educational Needs Coordinator (SENCo) is Mrs Helen Green.
She can be contacted through the school office or via email@example.com
Expertise and training of staff:
All members of staff have the Team TEACH accreditation.
Teaching Assistants are trained in autism awareness.
Members of the teaching staff, including the SENCO have undertaken a course in attachment and disseminated the information and strategies to staff.
LGBT training to all staff.
Specialist expertise will be secured through:
Referral process to the Engagement and Learning Team to gain strategies, support and advice on issues relating to learning and behaviour.
Early Health Assessments to support parents to access services such as; Harbour, TAMHS, CAMHS, School health.
Equipment and facilities to support children with special educational needs will be secured through the SEN designated budget, allocated High Needs Funding, Sen budget allocated for EHCP and re-deployment of staff.
Contact details of support services available for parents of children with special educational needs:
Diane McConnell Head of Schools and SEN 01642 526407
Jane Harvey Early Years & Complex Needs Manager 01642 527191
Amanda Spence Behaviour and Engagement Team – Inclusion 01642 528626
Caroline Fell SEND Information, Advice Support Officer 01642 527158
Gill Burnett SEN and Transitions Manager 01642 524813
SEN 0-25 Team General enquiries relating to SEN 01642 524837
Our school makes arrangements for supporting pupils with special educational needs in the transfer between year groups within school and from primary to secondary school through:
Assess Plan Do Review handovers between the current and future class teacher.
Transition Guarantee – Separate transition meetings for parents of Y6 pupils after 1st March. (Once secondary placement has been allocated.)
Year 5 review of EHCP to discuss a secondary placement for pupils with SEN and initiates first contact with secondary schools.
SENCO arranges meeting with secondary SENCOs to transfer information and SEN records and arrange additional transition sessions.