Special Educational Needs and Disability (SEND) Information
Children with Special Educational Needs & Disabilities (SEND)
Our curriculum aim states that
"By the time the children transfer to their next stage of education, we intend to develop well-rounded, knowledgeable and confident individuals who have fulfilled their potential and can make a positive contribution to their local and global community."
- Equality Act 2010: advice for schools
- SEND Code of Practice 0 – 25 (2014)
- Special Educational Needs and Disability Regulations (2014)
- Statutory Guidance on Supporting children at school with medical conditions December 2015
- The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013
- Accessibility Plan
- Teachers Standards 2021 update
A pupil is considered to have Special Educational Needs if he or she has defined difficulties over and above those generally experienced by the majority of his or her peer group. These difficulties may be sensory, cognitive, physical, social or emotional and some children may have complex needs, which cover a range of difficulties.
Class teachers, supported by the senior leadership team, make regular assessments of progress for all children to identify those making less than expected progress given their age and individual circumstances.
If a class teacher or parent has concern about a child, these concerns will be discussed in the first instance with the Special Educational Needs and Disabilities Coordinator (SENDCo), who will offer advice and support, and may suggest that either further evidence of monitoring are needed over a period of time or that the child should be placed on the SEND Register and therefore receive SEND Support. Advice and support will also be sought from external agencies, if necessary.