The Special Educational Needs and Disabilities (SEND) Code of Practice (2015) defines SEND as follows:
“A child or young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age.”
A pupil is considered to have SEN(D) if their needs and abilities are such that special educational provision is necessary that is different or in addition to that which is provided to pupils of the same age. The four broad areas of need are:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and Physical Needs
At Creswick, children and their families are at the heart of our provision. This is based on the identified needs and abilities of the child, with a strong emphasis on what they can do and enjoy to promote engagement and deeper learning.
If a pupil’s progress is significantly slower than expected, or fails to match their previous rate of progress despite high quality intervention we will explore what might be contributing. Sometimes learning difficulties are due to SEND, however, other factors may contribute such as absences, moving from school to school, English as an Additional Language (which alone does not mean SEN), or significant events in the child’s life. We understand that children who experience barriers to learning are vulnerable and they are a priority - behaviour, pastoral and learning support may be needed. This does not mean, however, that all vulnerable learners and those who benefit from short-term learning support have SEN. Some children need only short-term support and carry on with their learning when progress is resumed.
For this reason, a child-centered partnership with families is highly valued. The views of Parents/Carers and the child, are considered alongside the views of Teachers and assessments, to gain a better understanding of your child.
This is consistent with the SEND COP (2015) which states that, ‘There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels.’
If your child has an identified SEN, they will have a school-based SEN Plan or an Educational Health Care Plan (EHCP), with provision planned that has a strong focus on, ‘high aspirations and on improving outcomes,’ that, ‘enables those with SEN to succeed in their education and make a successful transition to adulthood,’ (SEND COP, 2015).
We recognise the abilities and potential in every child at Creswick. Our provision is strongly guided by our Growth Mindsets (Dweck, 2016). We have a commitment to continued learning and development for ourselves, and as we model this for our children, we encourage them too to have high expectations of themselves.
Consistent with the SEND COP (2015), we adopt a, ‘graduated approach to identifying and supporting pupils and students with SEN.’ Using an Assess, Plan, Do and Review approach as used in Hertfordshire schools, we work in partnership with the child, Parents/Carers, and external agencies to ensure that our provision positively impacts your child’s learning and their experience at school.
In the first instance, please contact your child’s Class Teacher if you have a concern about your child’s learning.
For a more detailed discussion regarding provision for SEND at Creswick, please contact Mrs N Johnson, Special Educational Needs Coordinator (SENCO) on 01707 323038 or email email@example.com