What are special educational needs?

Special education needs are referred to as SEN. The abbreviation SEND relates to special educational needs and/or disabilities. Guidance, legislation and regulations sometimes use the abbreviation SEND.

SEND code of practice 0 to 25, 2015 states:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if they:

1. have a significantly greater difficulty in learning than the majority of others of the same age
2. have 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 needs

Children can be identified as having special educational needs for four reasons:

1. Cognition and learning

This category covers a wide range of needs, including moderate learning difficulties (MLD) and more specific learning difficulties like dyslexia and dyscalculia.

2. Communication and interaction

This involves pupils who have difficulty in communicating with others. This may be because they have difficulty with processing information, talking, understanding what is being said to them or understanding the conventions and rules of social communication.

3. Social, emotional and mental health

Children may experience a wide range of social and emotional difficulties which can display themselves in a range of ways. These may include becoming withdrawn or isolated, as well as exhibiting challenging, disruptive behaviours. This category also includes disorders such as Attention Deficit Hyperactive Disorder or attachment issues.

4. Sensory and/or physical needs

Some children need special educational provision due to a disability. Pupils with a visual impairment (VI), hearing impairment (HI), physical disability (PD) or sensory needs may require specialist support and/or equipment to learn and take part in school activities. 

 

 

How do we identify special educational needs (SEN)?

If a child has identified SEN or disabilities before they join a CELT school, we work with the people who already know them (parents, carers, teachers, teaching assistants and outside agencies) to work out how best to support the child in their new school.

It is important to remember that slow progress and low attainment does not necessarily mean that a child has SEN. However, it may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in-line with age-expected levels means that there is no SEN or disability.

Once concerns are identified, a conversation will take place between class teacher, parents, carers and the SENDCo.  There are three levels of support that can be put in place:

1. On alert:  If with good teaching and appropriate intervention, a pupil is failing to make appropriate progress and falling below age group expectations they will be designated as ‘on alert’. 
2. SEN support:  At this stage the child has a ‘next steps’ document with individual short term learning goals and provision which is reviewed termly by the class teacher, parents and carers. Additional support and advice may be sort from outside agencies.
3. Education health care plan (EHCP): A very small proportion of pupils with more profound and complex needs will require more specialist 1:1 support and schools can apply for an educational health care plan. The first £6,000 of provision for any pupil must be met within the school’s budget and this has to be evidenced before applying for any additional funding. The provision listed on an educational health care plan is a statutory requirement.

 

 

SEN reviews

Pupils with SEN support or who have education health care plans have their progress and provision monitored through the school’s termly plan, do, review cycle.

This involves a termly meeting with the class teacher, parents and carers, where progress towards targets is reviewed, new targets are agreed and appropriate provision planned to support the pupil’s progress so that the targets are achieved. 

In addition, with agreement from parents and carers, we may seek support or advice from a range of outside professionals. 

Our class teachers and our SENDCos are keen to work with parents and carers to ensure the best provision and outcomes for all pupils, including those with special educational needs and disabilities.

If you have any questions or concerns about your child’s targets, learning, progress or wellbeing, do not hesitate to request an appointment through the school office.

 

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