How We Support SEND
Cassop Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
Types of SEND
At Cassop Primary School, we have experience of supporting children and young people with a wide range of need including:
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At Cassop Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
When a class teacher or the SENCO identifies a child with Special Educational Needs, the class teacher will provide interventions that are additional to those provided as part of the school’s usual differentiated curriculum. The triggers for SEN support are that, despite receiving quality first teaching the child:
- continues to make little or no progress in specific areas over a long period;
- continues working at National Curriculum levels substantially below that expected of children of a similar age;
- continues to have difficulty in developing literacy and mathematics skills;has emotional difficulties which substantially and regularly interfere with the child’s own learning or that of the class group.
- has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;
- has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
If a child has School support the SENCO usually refers the child to outside agencies such as Educational Psychology or Specialist Support Teams for additional support.
Referral for Education, Health and Care Needs Assessment
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of a child, or the child has not made expected progress the school or parents should consider requesting an Education, Health and Care Needs Assessment. To inform this decision the local authority will expect to see evidence of action taken by the school. These include:
- The pupil’s health including the child’s medical history where relevant;
- Records of regular reviews and their outcomes;
- Early Learning Goals and National Curriculum levels of attainment in literacy and mathematics;
- Educational and other assessments, for example from an advisory specialist support teacher or an educational psychologist;
- Views of the parents and of the child;
- Involvement of other professionals such as health, social services or education welfare service.
- Costed provision maps
Parent or school are the only partner who can request an Education, Health and Care Needs Assessment.
Education, Health and Care Plan (EHCP)
An EHCP includes the following and will be reviewed annually:
- The pupil’s name, address and date of birth;
- Details of all of the pupils special needs, including health needs;
- Identification of the special educational provision necessary to meet the pupil Special Educational Needs;
- Short term targets for the child to work towards;
- Identification of the type and name of the school where the provision is to be made;
- Relevant non-educational needs of the child;
- Information on non-educational provision;
- Reports and views of any other specialist involvement.
All children with EHCP will have short-term targets set for them that have been established after consultation with parents, and the child. An EHCP will be reviewed annually and will last until the child is 25, or all targets are met.
How we identify and assess children with special educational needs
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 Cassop Primary School, 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 fully 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 Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
At Cassop Primary School we aim to identify SEN as early as possible. It is important that there is early identification, assessment and provision for any child who may have SEN since the earlier action is taken, the more responsive the child is likely to be, and the more readily an intervention can be made. Identification may come as a result of the following methods of assessment:
Prior to admission – Parents are asked to supply us with certain information when they put their child’s name down for the Nursery Unit or school. They are asked to include details of any difficulties in their child’s development.
In the EYSF class – The details given at the time of application for a place are all checked on admission, amendments made and supplementary information noted. Cassop Primary school has adopted County Durham’s format for Development Matters in the Early Years Foundation Stage.
On entering school- this is continued into Reception and progress against the Early Learning Goals are recorded and reported at the end of the year.
Through their discussions, observations, assessments and data analysis the SENCOs, class teachers, key workers and support staff will identify any children who appear to have SEN. Children with SEN may also be identified by outside agencies and organisations. Parents and carers may also inform the SENCOs or teaching staff of any concerns and possible Special Educational Needs. When a child is identified as having SEN they will be placed on the SEN register as school support.
Staffing and any Specialist Qualifications/Expertise
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.