At The Colleton we are very proud of our work with our children who have special education needs and disabilities (SEND) and their families. We recognise that all our children are individuals who have special talents as well as areas for development. Some children may need additional help in specific areas of their personal development or to access the National Curriculum to reach their full potential and may be identified as having special educational needs or disabilities.
This may include difficulties with:
- Reading, writing, spelling or maths
- Expressing themselves
- Interacting and socialising with others
- Understanding or following instructions
- Concentration levels
- Controlling their emotions
- Sensory needs
- Physical mobility
Our aim is to ensure that we continue to raise standards of progression and attainment for all our children, whatever their needs may be, by removing barriers to their learning and by ensuring that they are included and are part of their team. Through our flexible working arrangements, our committed and experienced staff are able to devise a curriculum to suit a range of personal and educational needs. We strive to not only develop academic progress but also self-esteem, confidence and emotional well-being by looking at every child as an individual.
At our school we will assess all children to identify their strengths and needs and use this to help us to best to support them with their learning. However, if a teacher identifies there are difficulties which are causing a barrier to learning, we implement a graduated response to support special educational needs. We do this through an assess, plan, do and review process in order to ensure that every child receives quality first teaching alongside any targeted provision and support that is suited to meet their needs through the following steps:
Families will be consulted through this process and further assessments may be carried out by the class teacher or the SENCo. Children may then receive additional support in school under one of the following categories:
- Special educational needs support (SEN support)
- Educational, health and care plan (EHCP)
Our SENCo’s are:-
Vanessa Neale (Deputy Headteacher)
What is SEN support?
SEN support describes any additional help that a child receives to enable them to fully access the curriculum. This could support any of the 4 areas of needs identified in the SEN code of practice (cognition and learning, communication and interaction, social, emotional and mental health difficulties or physical and/or sensory). The support we offer may be a short-term intervention to target a particular skill or longer-term support as explained in our local offer but could include:
- extra support within the team
- small group or 1:1 learning
- use of particular resources or strategies to support learning
- support programmes as advised by therapists such as speech and language or occupational therapy
Teachers continue to monitor the progress for all children in their registration group. The SENCo supports teachers and families by leading and coordinating the SEND provision through the school. We work closely with families at all stages of SEN support to discuss and agree the support that will be provided and what it will achieve for your child. This support will be included on our provision map or we may decide to have an individual education plan (IEP) and your child could be listed on our SEN register.
What are EHCPs?
If your child has more complex needs, they might require a more intensive level of specialist provision. This could involve further support or assessments to be carried out by outside agencies including the educational psychology service (EPS), the learning support service (LSS), the children and mental health service (CAMHS). In small number of these cases, a child may then be assessed for an EHCP. This assessment is a detailed evaluation of a child’s SEN. If an EHCP is issued, this is a legal document that describes a child’s learning, social and emotional, health or social care needs and explains the extra support that must be provided to meet these needs. This support will ensure that they continue to learn, progress and achieve academically as well as socially, emotionally and physically.