How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching. At Woodhouse Community Primary School we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Short Support Plan or Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEND below:
- Quality First Teaching
- Specific group work
- Specialist group support from outside agencies e.g. Speech and Language Therapy;
- Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child;
- Range of teaching and learning styles;
- An innovative and supportive curriculum;
- Mentoring and Counselling;
- A broad range of extra-curricular activities, including homework club and learning centres;
- Differentiated materials.
- Support for literacy:
- Support with numeracy:
- Support for children with significant learning difficulties:
- Support for children with physical needs:
- Support for children with speech, language and communication needs:
- Support for children with a hearing, visual or multi-sensory impairment:
- Support for children with social, emotional and mental health difficulties:
- Support for children with medical needs:
- Support for children with English as an Additional Language:
- Support for Looked after Children with SEND:
How the school measures the progress of children with SEND in school:
Through Quality First Teaching, childrens’ progress is assessed daily. Half-termly assessments are carried out in order to measure progress and attainment in reading, writing and maths. This information is tracked through a robust whole school monitoring system, where appropriate support and targeted interventions then put in place.
What is an Educational Need?
A special educational need can be a number of different things. For example, a child may be experiencing difficulties with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
To assist with the identification and assessment process, our school recognises the importance of specialist services such as Educational Psychologists. To secure enhanced levels of such services our school works in partnership with other local schools through our Community of Learning (CoL).
Types of special educational needs can include:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Hearing Impairment
- Social, emotional and mental health issues
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- ADD (Attention Deficit Disorder – ADHD (Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Cerebral Palsy
- Other Physical or Medical Needs
How we support SEN
We always take into account a range of services, some of which may be targeted and/or specialist services. Quality first teaching is our general classroom practice and includes the strategies and teaching methods used on a daily basis for all children. Targeted services are those provided for children who required further support. Specialist services offered to those children who have high levels of need above that of classroom or targeted support.
SEND children within mainstream – Children who require additional help are offered support through both environmental and human resources. Classrooms and activities can be adapted to suit the needs of individuals and where required, children can also access additional adult support and small group settings. When required outside agencies and services can be used to provide additional support (For example, Speech and Language Therapists).
Enhanced Mainstream Provision – This is a specialist service within the school where children with significant and specific speech and/or language and communication difficulties are supported with regular speech and language therapy, oversight from an Educational Psychologist and access to other services as required (See agencies and partnerships section).
SEND provision is monitored and its impact evaluated through regular progress reviews, the use of provision mapping, carefully set targets, discussions with children, parents, staff and other agencies.
Pastoral, Medical and Social Support
At Woodhouse Community Primary School we consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met. (see agencies and partnerships section). Our PSA and Learning Mentors are instrumental in positively supporting the emotional and behavioural needs of some of our children.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.