What do we mean by SEND?
SEND (Special Educational Needs and Disability) the needs of children who have a difficulty or disability which makes learning harder for them than other children of the same age. SEN can cover a broad range of difficulty or disability and children may have wider ranging or specific problems. These may relate to physical development, visual or hearing impairment or difficulties related
to speech and language communication, behaviour or learning.
Many children will have special educational needs of some kind during their time in education. Most children can be helped to overcome the barriers their difficulties present quickly and easily but some children will need extra help for some or all of their time in education.
The needs of the child are normally achieved through the teacher’s/practitioner’s knowledge of a child’s strengths, skills and abilities. If it is decided that your child needs help beyond that which is normally available, or your child needs interventions that are additional to and different from those normally provided as part of the curriculum, the school/setting may contact the local authority for extra guidance and support.
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 Tanfield Lea Community Primary 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 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 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 Durham SEND Information, Advice and Support Service website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
Support for Literacy:
- Additional differentiated phonics/spelling interventions
- Access to the Better Reading Programme
- Reading Interventions
- Writing Interventions
- Differentiated curriculum
- In class support
- Access to computer based programmes such as Bug Club ad Lexia
Support for Numeracy:
- Differentiated curriculum
- In class support
- Maths Interventions
- Access to computer based programmes such as Mathletics
Support for children with physical needs:
- Information about the child’s difficulties is shared with relevant staff
- Fine and Gross Motor skills programmes
- Movement Programmes
- Adapted/modified equipment and teaching materials
- Provide a range of communication methods (digital camera, voice recorder, symbol cards).
- Use of visual supports,
Development of organisational skills.
- Specific motor skills interventions
- Memory skills interventions
- Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks/settings and is not necessarily needed for learning.
- Work stations within the classroom, where required
Support for children with speech, language and communication needs:
- Support/advice from SENCO
- Additional appropriately skilled adults routinely used to support flexible groupings
- Access to speech and language programmes
- Access to a Speech and language Therapist in school (from Easter 2016)
- Access to speech language and communication support materials e.g. Speech Link/Language Link resources
- Access to a quiet, distraction-free environment in which to deliver intervention groups
- TA and class teacher liaise with SALT as appropriate
- Allocated time for professional meetings
Support for children with a hearing, visual or multi-sensory impairment:
- Information about the child’s difficulties is shared with relevant staff, in partnership with parents.
- Individual targets agreed and monitored, following discussion with the child (where appropriate) and parents, to share advice on successful strategies and set targets.
- Sharing of advice on successful strategies and set targets e.g. use of visual supports, developing organisational skills.
- Advice taken from Sensory Team
- Specific training for staff from Sensory Team
Support for children with social, emotional and mental health difficulties:
- We consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met. The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside agencies such as Health and Social Services, counsellors and CAMHS.
Support for children with medical needs:
- The school has a policy regarding the administration and managing of medicines on the school site.
- As a staff we have regular training and updates of conditions and medication affecting individual children so that staff are able to manage medical situations.
Support for Looked after Children with SEND:
- Where a child has additional needs and is Looked After school will liaise with the LACES service to develop a Personalised Education Plan.
Staffing and Specialist Qualifications / Expertise
The following are the main contacts for Special Educational Needs and Disability at Tanfield Lea Community Primary School.
The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher. This reflects the principle that SEND is a whole school issue and a recognised aspect of all curriculum planning. All staff at Tanfield Lea Community Primary School are expected to teach pupils with SEND.
Tanfield Lea Community Primary School’s SENCO is Mrs T. Davis
(National Award for SEN Co-ordination obtained November 2015)
We recognise our greatest resources are our human resources. The work of our class based teaching assistants’ plays a crucial role in supporting and accelerating the progress of our SEND children
- Miss A Gardiner (HLTA)
- Mrs A Henderson
- Mrs M Batty
- Mrs L Ovington
- Miss S Edgar
- Mrs S Trewick
- Mrs A McGowan
- Miss D Armin
- Mrs R Watson
- Mrs J Dunham
- Mr P Mansfield
Regular Visiting SEND staff to school:
- Sophie Nicholysson – School Educational Psychologist
Who do I contact if I think my child has special needs?
If you think your child may have a special educational need then you should speak to your child’s class teacher or contact the school SEND Co-Ordinator, Mrs Davis. She is generally available on a Monday morning or you could ring school to leave a message for her to contact you. If it is agreed that your child needs extra help and support, a discussion will take place with the teaching staff who work with your child and Mrs Davis. Your knowledge and views will be taken into account in planning any support for your child and following this discussion a action plan will be agreed.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.