Meet individual children’s needs through: Quality first teaching; Effective differentiation of the curriculum; Careful targeting of additional resources, including support The provision of interventions where appropriate; Ensuring that all who are involved with children with SEND are aware of the procedures for identifying, supporting and teaching them. Have a Provision Management structure that: Measures and tracks the progress of all pupils on the SEND register and identifies vulnerable children; Evaluates the effectiveness of interventions; Draws fully and effectively on outside agency resources. Involve the children, where practicable, in setting and reviewing their individual targets and in decisions regarding their future SEND provision; Have high ambitions and set stretching targets for pupils with SEND so that they can reach their individual potential. Keep under review the additional or different provision that is made for them; Work in close partnership with outside agencies to support the needs and provision for children who have SEND; Work in close partnership with parents of SEND pupils to ensure decisions are informed by their insights and the voice of the child, and that they are kept fully informed of their child’s progress and attainment; Ensure that SEND pupils take as full a part as possible in all school activities, including activities where appropriate; Ensure continuity for pupils when transferring between classes or schools through carefully planned transitions; Promote the self-esteem of children with SEND by acknowledging, valuing and celebrating the progress they have made. Foster a culture of sensitivity, honesty, transparency and mutual respect when supporting children and families of children with SEND. Definitions of Special Educational Needs and Disability (SEND) the new Code of Practice, a child is deemed to have Special Educational Needs, (SEN), if he or she has greater difficulty in learning than the ‘significantly majority of others of the same age’, or his or her disability or hinders him or ‘prevents her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they:-
Meet individual children’s needs through: Quality first teaching; Effective differentiation of the curriculum; Careful targeting of additional resources, including support The provision of interventions where appropriate; Ensuring that all who are involved with children with SEND are aware of the procedures for identifying, supporting and teaching them. Have a Provision Management structure that: Measures and tracks the progress of all pupils on the SEND register and identifies vulnerable children; Evaluates the effectiveness of interventions; Draws fully and effectively on outside agency resources. Involve the children, where practicable, in setting and reviewing their individual targets and in decisions regarding their future SEND provision; Have high ambitions and set stretching targets for pupils with SEND so that they can reach their individual potential. Keep under review the additional or different provision that is made for them; Work in close partnership with outside agencies to support the needs and provision for children who have SEND; Work in close partnership with parents of SEND pupils to ensure decisions are informed by their insights and the voice of the child, and that they are kept fully informed of their child’s progress and attainment; Ensure that SEND pupils take as full a part as possible in all school activities, including activities where appropriate; Ensure continuity for pupils when transferring between classes or schools through carefully planned transitions; Promote the self-esteem of children with SEND by acknowledging, valuing and celebrating the progress they have made. Foster a culture of sensitivity, honesty, transparency and mutual respect when supporting children and families of children with SEND. Definitions of Special Educational Needs and Disability (SEND) the new Code of Practice, a child is deemed to have Special Educational Needs, (SEN), if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they:-