SEN Information Report 2017-18

St Alban’s Primary School 

 

This is the School’s new information report about Special Educational Needs and Disabilities (SEND). It is written in line with the SEND Code of Practice 2014 and links to other relevant policies can be found below.

The types of Special Educational Needs Provided for at St Alban’s Primary School:

At St Alban’s Primary School, we pride ourselves on our inclusive nature and ethos. We are happy to make provision for any kind of SEND and will make any reasonable adjustments possible to include pupils and parents in our school.

The categories of need are outlined in the SEND Code of practice and are as follows:

Communicating and interacting – for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Cognition and learning – for example, where children and young people learn at a slower pace than others of their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in English or Maths.

Social, emotional and mental health difficulties – for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing.

Sensory and/or physical needs – for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment

Some children with SEN may have needs in more than one of these areas.

We currently provide for pupils with a variety of needs including: Autism, dyslexia, dyscalculia, dyspraxia, motor difficulties, speech and language difficulties and more.

How do we identify children and young people with SEND?

Through communicating regularly with parents, we hope to work together to identify any SEND early and take appropriate action to support pupils. 

Every learner has their progress closely monitored through regular pupil progress meetings and frequent consultation with parents/carers. Children who are not making expected progress are highlighted and interventions or additional support are allocated depending on need.

At the same time, and again in consultation with parents, we are able to identify additional needs that a child may have and will seek out specialist assessments using the outside agencies that support our school e.g. Learning Support Service, Speech and Language Therapy Service, Educational Psychology Service, Autism Communication Team etc.

The SENCo and SLT strategically analyses data termly and provides targeted support and intervention and identifies any potential SEN issues.

The SENCo and Learning Mentor work closely to ensure pupils with social and emotional difficulties are supported as well as meeting their learning needs.

If appropriate, the school will support parents and pupils in statutory assessment and work towards developing an Education Health Care Plan if required.

SENCo Details: