Special Educational Needs
Leadenham CE Primary School recognises the definition of Special Educational Needs & Disability (SEND) described in the Special Educational Needs & Disability Code of Practice 2014.
A child has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child has a learning difficulty or disability if they:
Have a significantly greater difficulty in learning than the majority of others of the same age; or
Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.
Children are not considered to have a special educational need if they speak English as an additional language.
Our ethos is inclusive and we work hard with families and with outside agencies to ensure the best possible educational outcome for all of our children, irrespective of their level of need. Our objectives are:
To identify pupils with SEND as early as possible and to ensure that their needs are met;
To provide an environment where barriers to learning and participation are reduced to a minimum, therefore encouraging children to feel respected, confident and able to succeed;
To provide all of our children with a broad, balanced and stimulating curriculum that is differentiated to the needs and ability of the individual;
To be sympathetic to each child’s needs by providing a strong partnership between children, parents, school and outside agencies;
To ensure all pupils make effective progress and realise their full potential; and
To ensure all pupils take a full and active part in school life.
Categories of SEND
Children’s SEND are generally thought of in the following four main areas:
Cognition and Learning – this includes children who have moderate or specific learning difficulties, such as dyslexia and dyspraxia.
Communication and Interaction – this includes children with speech and language delay and those with difficulties in social communication.
Social, Emotional and Mental Health – this includes children who may be withdrawn or isolated, disruptive, hyperactive or who lack concentration.
Physical and Sensory Issues – this includes children with impairments including hearing or visual difficulties, or other physical difficulties.
Special educational needs and disabilities are categorised in this way in order to allow our school to plan for provision accordingly.
How do we cater for children with SEND?
In keeping with our inclusive ethos, we aim to ensure that children receive support and intervention within class wherever possible. This support may take the form of teacher or teaching assistant support on a 1:1 or small group basis. It may also take the form of differentiated or hands-on tasks.
Some interventions do have to be undertaken out of the classroom and these will be integrated into the school day in order to minimise disruption to children’s learning. Interventions that are undertaken out of the classroom are speech and language plans, rehabilitation work and also booster sessions.
If you have any queries or would like any further information, either general or specific, please do not hesitate to contact our School SENCo, Mrs Jacques.
All policies are written in accordance with the
Keeping Children Safe in Education Safeguarding document and the Working Together to Safeguard Children document.
All policies are amended in light of any new safeguarding updates.
For further information about services and provision available for families, children and young people with Special Educational Needs and Disabilities, please click here