Special Educational Needs and Disabilities, or SEND, refers to a child or young person with a learning difficulty or disability that calls for special educational provision to be made for them. This may mean they have 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.
High quality teaching that is appropriately differentiated for individual pupils is the first step in responding to possible special educational needs. Progress is reviewed every term using a variety of assessments and this data is analysed by the Headteacher and Senior Leadership Team to review individual pupil progress and shape teaching that plans for their next small steps. Identifying needs early is key. The insight of parents and the pupils themselves is also a necessary and important part of the assessment and planning process.
If staff have concerns that a child is finding certain aspects of learning hard then staff will bring together all the information needed to get a more detailed picture of the child’s needs. This includes involving the parents and the child themselves. The school uses Special Educational Needs Support in Oxfordshire Schools and Settings (February 2017) published by Oxfordshire County Council to identify and determine what level of support should be expected. This covers the four broad areas:
For pupils who need special provision, the school operates a graduated response to their needs, beginning with quality first teaching, differentiation, and interventions. Some children will benefit from specific support from outside agencies. Children who require additional support will be categorised as requiring SEND Support. They will be placed on the school SEND register, which is monitored centrally by the local authority.
From September 2014, statements of SEND have been replaced by a single ‘Education, Health and Care Plan’ for children and young people with the most complex needs. The creation and delivery of an EHCP will be led by the Local Authority, with schools developing and reviewing plans and provision with parents.
The school Special Educational Needs and Disabilities policy, available on request, specifies the processes for the identification and assessment of children with special educational needs and making provision for special education needs whether or not children have an Education, Health and Care Plan.
The support available will vary depending on the needs of the child, but could include:
All pupils are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen.
All pupils on the SEND register will have a personalised My Plan that clearly states strengths and weaknesses and the relevant strategies and interventions needed, to work towards achieving personal outcomes. These My Plans are reviewed and updated with parents and pupils three times a year and the rates of progress made will inform what the next steps in their learning will be. Interventions have clear pre and post assessments to measure progress. My Plans are working documents and therefore require continual fine-tuning to provide the most appropriate strategies or resources. The school monitors the equality and effectiveness of individual and group interventions through observations and the data received from pre and post assessments, and training is delivered where needed.
There are members of staff within the school who are trained to support children and deliver particular intervention programmes.
Additionally the school is able to draw on the services of a range of external professionals including:
Both the school and parents or carers can access a wider array of services from the Local Authority.
Any concerns about a child should be discussed in the first instance with their class teacher. If issues remain unresolved, then the matter should be referred to the Special Educational Needs and Disability Coordinator (SENDCo).
The SENDCo at Kingham Primary School is Mrs Beccy Adams.
The SENDCo can be contacted initially through the school office by telephone or mail using the contact details on the school web site.
The school governor with responsibility for SEND is Mrs Lucy Phillips. The SEND governor regularly meets with the SENDCo and reports back to the full governing body.
The Oxfordshire SEND local offer provides lots of information for parents.
Oxfordshire County Council provides guidance on Identifying and supporting Special Educational Needs in Oxfordshire schools and settings.
Further information about a range of specialist support services is available from the Oxfordshire County Council SEN web pages.
Information about opportunities for children and young people with SEN and their families, support groups is available in the Family Information Directory:
Impartial advice from Oxfordshire SENDIASS.