SEND Information

Definition of SEND

SEND refers to a learning difficulty or disability which calls for special educational provision to be made, for example, where a child has:

• a significantly greater difficulty in learning than the majority of others of the same age, or

• a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is additional to, or different from, any provision made generally for other children or young people of the same age by mainstream schools. There are four key areas of Special Educational Needs outlined in the SEND Code of Practice:

• Cognition and Learning – e.g. moderate learning difficulties and specific learning difficulties such as dyslexia and dyscalculia

• Communication and Interaction – e.g. speech and language needs and autism

• Sensory and Physical – e.g. physical disability, visual and hearing impairment

• Social, Emotional and Mental Health - e.g. attachment difficulties, attention deficit hyperactivity disorder, eating disorders, anxiety

Roles and responsibilities 

The Principal will:

• Have overall responsibility for the provision and progress of pupils with SEND in the school

• Ensure that SEND is a whole school priority and maintain a culture and ethos of inclusion throughout the school

• Work with the SENDCo to determine the strategic development of the SEND policy and provision in the school.

• Ensure that SEND is an integral part of all the educational establishments’ policies, strategic priorities and initiatives.

• Ensure that “Every Leader is a Leader of SEND” at the school.

• Ensure that the SENDCo is either part of the Senior Leadership Team (SLT) of the school or is regularly invited to SLT meetings to contribute and advise on whole school policies and practices and how these may impact on engagement and progress of SEND pupils.

• Ensure that the SENDCo has the knowledge, expertise and is given appropriate non contact time to undertake their role efficiently and effectively.

• Maintain an up-to-date knowledge of national and local legislation, guidance, and initiatives which may affect the educational establishments’ relevant policies and practice relating to SEND.

• Ensure that the whole school CPD programme includes a robust SEND CPD offer that identifies and meets the needs of all staff.

The SEND Coordinator (SENDCO) will:

• Promote and maintain an ethos of inclusion across the educational establishment.

• Establish a strategic overview and work collaboratively with stakeholders to coordinate the provision for Children and Young People(CYP) with SEND across the educational establishment.

• Ensure that all SEND funding streams and resources are appropriately identified, maximised and utilised effectively in order to meet the needs of CYP with SEND. Prepare and share information with the finance hub using the AET termly high needs schedule template.

• Work jointly with leaders and stakeholders to promote a culture in which teaching and learning is ambitious, inclusive and person-centred and leads to improved outcomes for CYP with SEND.

• Drive leaders to ensure that SEND is an integral part of all the educational establishments’ policies, strategic priorities and initiatives.

• Identify training needs and provide guidance to colleagues on teaching, supporting and identifying CYP with SEND and advise on the graduated approach to SEND support.

• Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure pupils with SEND receive effective support and high quality teaching.

• Identify, plan for and review the needs of CYP with SEND and work collaboratively with all stakeholders in order to achieve agreed outcomes.

• Communicate with all internal stakeholders about the needs of CYP with SEND and deploy staff and resources to ensure the best outcomes for CYP with SEND.

• Maintain an up-to-date knowledge of national and local legislation, guidance, and initiatives which may affect the educational establishments’ relevant policies and practice relating to SEND.

• Gather, collate, critically analyse, interpret and evaluate qualitative and quantitative data. Use this to inform SEND policies, processes and practice to ensure best outcomes for CYP with SEND.

• Monitor and evaluate attendance and exclusion rates for pupils with SEND in comparison to all other pupils in the school and use this to inform interventions and monitor outcomes for pupils.

• Chair meetings using a person-centred approach which focus on achieving best outcomes for CYP with SEND.

• Manage systems to implement and maintain the educational establishment’s adherence to SEND statutory regulations e.g. production of SEN Information Report, co-production of Education Health Care Plan (EHCP) for CYPs with SEND and annual reviews.

• Work with parents, carers and CYP with SEND to ensure that their views inform co-production and decision making.

• Support the educational establishment to use its best endeavours to make reasonable adjustments to provision so that all CYPs with SEND can access appropriate education (including personalised provision), whilst still maintaining access to a diverse, coherent and cumulative curriculum.

• Have day-to-day responsibility for the operation of the SEND policy and the coordination of specific provision made to support individual pupils with SEND.

• Be the point of contact for external agencies, especially the local authority and all support services.

• Work with the Principal to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements.

• Ensure the school keeps the records of all pupils with SEND fully maintained and up to date.

• Monitor the effectiveness of any special educational provision made and where necessary secure relevant services provision.

• Liaise with parents/carers, external agencies and LA regularly to provide information on pupils’ needs, provision and outcomes.

• Ensure that, where the pupil transfers to/from another school or educational institution, information on provision and SEND files are shared with the appropriate authority or the proprietor of that school or institution.

Each teacher is responsible for:

• As stated in the SEND CoP “Every Teacher is a teacher of SEND”

• The progress and development of every pupil in their class, including those with SEND

• Adapting teaching and curriculum for pupils with SEND and incorporating guidance provided by the SENDCo and external professionals.

• Working closely with any additional adults to assess, plan, do and review support and interventions for each pupil with SEND in their class

• Working with the SENDCO to review each pupil’s progress and development and decide on any changes to provision

• Setting high academic and behavioural expectations for all pupils, including SEND pupils and supporting their achievement.

• Identify pupils with SEND in their class.

• Engage in on-going SEND CPD offer

Identifying needs

Each pupil’s current skills and levels of attainment are assessed on entry, which will build on previous settings and Key Stages, where appropriate. Teachers will make regular assessments of progress for all pupils and identify those whose progress is a concern. This may include progress in areas other than academic attainment, for example, social or communication needs. 

When deciding whether special educational provision is required, the process starts with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed. 

An early discussion will be held with the pupil and their parents when identifying whether they need special educational provision. These conversations will ensure that:

• Everyone develops a good understanding of the pupil’s areas of strength and difficulty

• The parents’ and pupils’ views are taken into account

• Everyone understands the agreed outcomes sought for the child

• Everyone is clear on what the next steps are

• Notes of these early discussions will be added to the pupil’s record and given to their parents. 

We will formally notify parents when it is decided that a pupil will receive SEND support. Parents and pupils will be consulted on all matters relating to the child’s SEND provision. Parents are also encouraged to participate as fully as possible in supporting their child’s learning needs and request additional meetings with relevant staff in order to make this possible.