Banks St Stephens C of E Primary School

SEN


In 2014 the government released the SEN Code of Practice 2014.  This important document outlines requirements and standards for the education of all children with SEN.  In response to these statutory requirements we have produced this SEN Information report.

These pages describe what our school can 'offer' children with SEN.  SEN stands for 'Special Educational Needs' and at our school our first aim is always to provide quality first teaching for ALL children, allowing every child to enjoy, achieve and aspire.

In coordination with good teaching we sometimes need to provide children with additional support to help them overcome barriers and cater for their specific needs.  At Banks St Stephens we assess individual needs by reviewing the child's progress and via pupil observations.  If additional needs are required then the Class Teacher, SENCO (Special Needs Co-ordinator),  Learning Support Assistant, Head Teacher, Parents and pupils are involved in developing and reviewing the type of individual support to be offered.

TYPES OF SUPPORT AND INTERVENTION AT BANKS ST STEPHENS

AEN Support

Children who require short term support in order to aid their progress or access parts of our curriculum would be placed on the AEN (Additional Educational Needs) Register.  Children might be placed on this register because:-

  • They are making slower progress than their peers in Maths and English and therefore would benefit from joining a small booster class, or receive some one to one teaching from a Learning Support Assistant.  This would be in addition to their daily lessons.
  • Children display challenging behaviour which has an impact on their own and other's learning and/or well-being.  This means they may benefit from partaking in Social Skills groups, our Care and Share group or Team Building club.
  • They may have suffered injury or illness and require different resources in order to access the curriculum e.g. Computers/IPADS/Learn Pads to help them complete their learning activities.

If the short term interventions are not appropriate, or are not having the desired impact.  The child maybe considered for SEN Support.

SEN Support

Children who require more focused support to help their long term development could be placed on the SEN Support register.  A child who is identified as having a Special Educational Need may not have a label (ADHD, Asperger's Syndrome, Dyspraxia, Dyslexia) but still has difficulty in accessing our curriculum and therefore needs targeted support.  Children on the SEN Register will be provided with an Pupil Passport (formerly an IEP) which will outline their successes, needs and the strategies and resources in place to help them progress.  The document is drawn up by the Class Teacher and the SENCO, however parents and pupils will be part of the design and development of the plan.  The Pupil Passport is reviewed at the end of every term, and new targets are put in place.  The Pupil Passports follow our school's cycle of Assess-Plan-Do-Review in order to maximise the impact of the support given to every child who requires one.

For children on our SEN Register we may seek the advice of outside agencies and specialists.  This may include Educational Psychologists and Specialist Teachers.  At every step of the child's development we seek to consult with and inform parents.

If Pupil Passports and their desired impact is not occurring consistently for the benefit of the child, then the child maybe considered for an EHCP (Education, Health and Care Plan). 

EHCP

Education, Health and Care Plans bring together different professionals (Teachers, SENCO, Doctors, Educational Psycologists, Specialist Teachers) and the Parents of the child in order to review the specific needs of the pupil.  The result is an EHCP which seeks to map out specific support required for the child and how this plan is to be implemented in school and at home.  Children with EHCPs have often been diagnosed with specific conditions that impact on their social, emotional, mental and/or physical well-being.  Such conditions may include ADHD, Asperger's Syndrome, Dyspraxia, Dyslexia, Visual impairment or Hearing Loss.  

Whatever the specific needs are of the child, the staff at Banks St Stephens are commited to quality first teaching to ensure all pupils have the chance to enjoy, achieve and aspire.  

To find out more about what our school can offer children with Additional or Special Educational needs please refer to the Learning and LiteracySocial, Emotional HealthSpeech, Language and Social CommunicationSensory and/or Physical Needs pages.  Furthermore you can view our SEND Policy and the SEN Local Offer on the Policies page of our website.

If you wish to enquire further then please contact (via the school) Mr Sergeant who is our school's SEN Coordinator.