SEND Policy
1. Introduction
This policy outlines the school's approach to supporting pupils with Special Educational Needs and Disabilities (SEND).
The policy is written in line with:
- Department for Education SEND Code of Practice (2015)
- Children and Families Act 2014
- Equality Act 2010
The school is committed to ensuring that all pupils achieve their full potential and have access to a broad and balanced curriculum.
We believe that every child is unique and that some pupils require additional support to enable them to succeed.
High-quality teaching is the first step in responding to pupils who may have SEND.
Teachers remain responsible and accountable for the progress and development of all pupils in their class.
2. Aims
The aims of this policy are:
- To identify pupils with SEND as early as possible
- To ensure all pupils make progress
- To provide appropriate support
- To ensure access to a broad curriculum
- To support pupil wellbeing
- To work in partnership with parents
- To ensure inclusive practice
- To monitor and review provision
- To ensure staff understand their responsibilities
3. Definition of SEND
A pupil has SEND if they have:
A learning difficulty or disability which calls for special educational provision to be made.
A pupil has a learning difficulty or disability if they:
- Have significantly greater difficulty in learning than others of the same age
or
- Have a disability which prevents or hinders access to education.
SEND falls within four areas:
Communication and Interaction
Examples include:
- Speech and language difficulties
- Autism spectrum conditions
Cognition and Learning
Examples include:
- Dyslexia
- Dyscalculia
- Moderate learning difficulties
Social, Emotional and Mental Health
Examples include:
- Anxiety
- Emotional regulation difficulties
Sensory and Physical Needs
Examples include:
- Visual impairment
- Hearing impairment
- Physical disability
4. Whole School Approach to SEND
The school maintains an overview of all pupils who require additional support.
This includes pupils who:
- Require short-term support
- Require interventions
- Have Pupil Passports
- Have IEPs
- Are on the SEND Register
Class Teacher Responsibilities
Class teachers:
- Monitor progress
- Identify concerns
- Keep records
- Update class SEND overviews
- Share concerns with the SENDCo
Teachers remain responsible for pupils receiving additional support.
5. Role of the SENDCo
The SENDCo is responsible for:
- Coordinating SEND provision
- Maintaining the SEND Register
- Supporting teachers
- Advising staff
- Monitoring progress
- Liaising with parents
- Liaising with external agencies
- Reviewing provision
- Supporting staff training
6. Identification of SEND
Pupils may be identified through:
- Teacher observation
- Assessment data
- Discussions with parents
- Pupil voice
- External reports
Slow progress alone does not mean a pupil has SEND.
7. Graduated Approach
The school follows the graduated approach.
Assess – Plan – Do – Review
Assess
Information is gathered from:
- Assessments
- Teachers
- Parents
- SENDCo
Plan
Support is agreed including:
- Targets
- Strategies
- Interventions
Parents are involved.
Do
Support is delivered.
Teachers remain responsible.
Review
Progress is reviewed regularly.
Support is adjusted if needed.
8. Levels of Support
Level 1 – Universal Support
All pupils receive:
- High-quality teaching
- Differentiation
- Teacher support
Teachers may:
- Adjust teaching
- Provide scaffolding
- Adapt resources
Parents are informed if concerns arise.
Level 2 – Targeted Support
If concerns continue:
The class teacher refers the pupil to the SENDCo.
The SENDCo and teacher:
- Review evidence
- Discuss needs
- Decide support
Support may include:
- Small group work
- Targeted programmes
- Short-term intervention
Level 3 – Pupil Passport
If ongoing support is needed:
A Pupil Passport may be created.
The Pupil Passport includes:
- Strengths
- Needs
- Strategies
- Pupil voice
- Parent input
Passports are reviewed regularly.
Level 4 – Individual Education Plan (IEP)
Where needs are significant:
An IEP will be created.
IEPs:
- Include SMART targets
- Are written with parents
- Are reviewed regularly
- Guide teaching
External professionals may contribute.
Level 5 – Specialist Support
Where needed:
External agencies may be involved.
Examples:
- Educational Psychologists
- Speech Therapists
- Occupational Therapists
- Medical professionals
9. Monitoring and Record Keeping
The SENDCo maintains:
- SEND Register
- Provision Map
Class teachers:
- Update records
- Share information
Provision is reviewed termly.
10. Working with Parents
Parents are partners in education.
Parents will:
- Be informed early
- Attend meetings
- Contribute to plans
Parents will receive:
- Advice
- Guidance
- Information
11. Pupil Participation
Pupils will:
- Share views
- Contribute to targets
- Review progress
This will be age appropriate.
12. Disability
The school follows Equality Act duties.
We will:
- Avoid discrimination
- Make reasonable adjustments
- Support access
13. Differentiation
Teachers adapt learning by:
- Adjusting tasks
- Providing support
- Using visual aids
- Offering challenge
14. External Agencies
The school works with professionals including:
- Educational psychologists
- Therapists
- Medical staff
Parents are involved.
15. Monitoring the Policy
The SENDCo reviews this policy annually.