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:

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:

Roles and responsibilities 

The Principal will:

The SEND Coordinator (SENDCO) will:

Each teacher is responsible for:

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:

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. 

Thinkling DIfferently 20223 2024 (1).pdf
First Steps 20223 2024 (2).pdf