SEND

We, the staff and governors at Helmshore Primary School developed this policy in consultation with parents and in the light of the Special Educational Needs Code of Practice 2001 and Special Educational Needs and Disability guidance.

Special Educational Needs Coordinator (SENCO): Mrs J Perry

Special Educational Needs Governor: Mr M Sweetlove

Our definition of Special Educational Needs and Disabilities, as outlined in the SEN code of practice is that children have special educational needs if they have a learning difficulty which calls for special provision to be made for them. At Helmshore Primary School, we endeavour to meet the needs of all children as detailed in this policy.

Our objectives for SEN and Disabilities are as follows:

• To identify children’s needs as early as possible in order to intervene and begin to meet them
• To keep detailed and appropriate records of children’s needs and progress made as a result of support
• To support children as far as possible in their learning, enabling them to fulfil their individual potential
• To ensure that all pupils have appropriate and full access to the National Curriculum
• To develop true and effective partnership with parents, involving them fully in decision making and giving them advice and support
• To give full opportunities to all pupils to participate in all aspects of school life

We believe that good practice for children with Special Educational Needs and Disabilities is good practice for all.

Admission Arrangements

We are an inclusive school and all children are welcome to attend, whatever their special educational needs. For further information, please refer to our Admissions Policy.

Our school is very accessible, with some ramps, classrooms all at ground level and we have a disabled toilet. We are committed to treating children with disabilities as favourably as all children and to offering them full access to school life.

Identification and Assessment

All children are monitored closely and formally assessed regularly, enabling any areas of special educational need to be identified as early as possible. If a child’s class teacher is concerned about a child’s progress in any area, the class teacher brings this to the attention of the SENCO and Headteacher. Further scrutinies of scores (SATs, Teacher Assessment scores etc) are carried out and if it is deemed appropriate, the child is monitored carefully by his/her class teacher, and his/ her parents are invited into school for informal discussions about support. He/ she will then receive appropriately differentiated support in class. Tracking records are used for all children with those identified as having a special educational need, being tracked very closely to ensure that all children with SEN make the maximum possible progress and achieve their potential.