Special Educational Needs Information Report 2017-18
At Roseacre, we have high expectations for all our children. We recognise all educational achievements, and provide an inclusive-learning environment that meets their needs.
This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with Special Educational Needs or Disability, in order that they can reach their full potential.
What are Special Educational Needs?
A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a 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, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
A child or young person does not have a learning difficulty or disability solely because “the language (or form of language) in which he or she is or will be taught is different from a language (or form of language) which is or has been spoken at home.” (Child and Families Act 2014 s20)
What is a disability?
A person has a disability if:
- he/she has a physical or mental impairment, and
- the impairment has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities. (Equality Act 2010 s6)
Through appropriate curricular provision, we respect the fact that children:
- Have different educational, social, emotional and behavioural needs and aspirations
- Require different strategies for learning;
- Acquire, assimilate and communicate information at different rates;
- Need a range of different teaching approaches and experiences.
Teachers respond to children’s needs by:
- Planning to develop children’s understanding through the use of all available senses and experiences.
- Planning for children’s full participation in learning and in physical and practical activities.
- Providing support for children who need help with communication, language and literacy.
- Help children to manage their behaviour and take part in learning effectively and safely.
- Help children to manage their emotions and to take part in learning effectively.
Providing for children with SEND is a whole school responsibility with the Governing Body, Headteacher, Inclusion Manager, and members of staff all working together to achieve the best educational outcomes for these children.
How do we identify and assess pupils with Special Educational Needs and Disability (SEND)?
At Roseacre, we believe that early assessment is vital. We follow the revised Code of Practice to identify, assess and provide for pupils with SEND. Children may have special educational needs relating to:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Sensory and/or Physical
Assessing children’s progress is ongoing and reflects their participation in the whole school curriculum. Observing and assessing the progress of individual children provides information about areas where a child may not be making expected progress. Under these circumstances the teachers may need to consult the Inclusion Manager to consider what else might be put into place to help the child. This discussion may lead to the conclusion that the child requires help over and above which is normally available within the class or subject. Good progress can be defined in a number of ways. It might be progress which:
- Closes the attainment gap between the child and his/her peers.
- Prevents attainment gaps growing wider.
- Demonstrates an improvement in self-help, social, personal skills.
- Demonstrates an improvement in behaviour.
At Roseacre we use the ‘stage system’ to determine the type of support best suited to each child.
High -quality, differentiated teaching
For all children
Quality teaching plus extra short-term support
For children making slower progress
SEN support: additional long-term, individualised support
For children still making less progress than their peers
Education, Health Care Plan
For children with more complex needs that are long -term
What to do if you feel your child has Special Educational Needs
If you have any concerns or worries please speak to class teachers initially who will coordinate with the Inclusion Manager. If we have any concerns or worries with your child’s development we will always discuss with parents/carers at the first instance.
You know your child better than anyone else.
What is an Inclusion Manager?
Their role is to co-ordinate the educational provision for pupils with additional needs.
At Roseacre Primary Academy the Inclusion Manager is Miss A.M.Walker.
What happens if my child has Special Educational Needs?
The school will inform you when they first start giving additional or different help for your child because of their special educational needs. Every school has a special educational needs register, if your child receives additional help/support they will be placed on the register and progress will be closely monitored.
If your child is on the SEND register they will have personalised targets. These targets are recorded as part of the Plan, Do, Review cycle. They are shared and reviewed with parents/carers on a termly basis at the Person Centred Planning Meeting.
The additional or different help could be extra support in the classroom environment from a teaching assistant or teacher. It may be an intervention programme that addresses the area of weakness and enhances progress. Sometimes the Inclusion Manager may ask for help from outside agencies.
SEND Partnership with parents/carers
At Roseacre we want parents/carers to be assured that we are working in partnership with them to meet the individual needs of all children in our care. Sometimes on that journey a child can have ‘additional’ needs that require us to respond with appropriate interventions or adjustments to ensure that they have equal access to the curriculum and reach their full potential.
We engage our parents/carers in Person Centred Planning Meetings as part of the Plan, Do Review cycle. This is a positive discussion to gather valued contributions and views. It is a time to evaluate targets that have been set and discuss next steps. Person Centred Planning Meetings may involve outside agencies. Meetings are held on a termly basis.
How is our school accessible to a child with SEND?
Facilities we have at present include:
- The main entrance is accessible to those with physical disabilities
- A disabled toilet
- Equipment that is accessible to all children regardless of their needs
Additional activities which are available for pupils with SEND
Roseacre is a fully inclusive school, which ensures that all pupils achieve their potential. We believe that additional experiences, provided by offsite educational visits, enhances the learning and social experience of the child. We endeavour to ensure that all children regardless of their individual needs are able to participate, this includes residential visits.
All extra-curricular clubs are offered to all children. School make the necessary arrangements to ensure all children can access clubs offered.
Outside agency involvement in meeting the needs of children with SEND
We access many professionals outside the school environment. These services support us in meeting the needs of our children. Services can include
- Nursing service
- Advisory teachers
- Educational Psychologist
- Park Outreach Service
- Emotional Health and Well Being
Further sources of SEND information
The government’s SEND Code of Practice and a related guide for parents have more information about the topics outlined in these leaflets:
Blackpool SEND Local offer