1 Kinds of Special Educational Needs that are The SEN Department provides support for pupils across the 4 areas of need as laid out in the SEN Code of Practice provided for at Yew Tree Primary School 2014 : Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or physical needs As a fully inclusive school with a Designated Special Provision we provide for children with Speech and language difficulties (Receptive and Expressive), ASC, Complex needs, Social, Emotional and behavioural difficulties, Visual impairments and Physical disabilities. 2 Information about the school’s Policies for Pupils are identified as having SEN, and their needs assessed, through : identification and assessment of pupils with SEN information passed on from Nursery/ Infant/Primary/previous schools; Mission Statement 1. Aims and objectives 2. and Responsibilities for SEND provision Key stage results, baseline testing and progress data; 3. Arrangements for coordinating SEND provision 4. Admission arrangements feedback from teaching staff and observations; 5. Specialist SEND provision 6. Facilities for pupils with SEND Pupil Premium interventions not showing impact; 7. Allocation of resources for pupils with SEND 8. Identification of pupils’ needs 9. Access to the curriculum, information and associated referrals from parents services 10. Inclusion of pupils with SEND referrals 11. Evaluating the success of provision 12. Complaints procedure All pupils are rigorously tracked in order to inform our planning and teaching. If there are any concerns 13. In service training (CPD) 14. Links to support services regarding progress or if any child requires extra support then this is identified by staff at the earliest 15. Working in partnership with parents opportunity and swiftly acted upon. 16. Links with other schools 17. Links with other agencies and voluntary organisations
1 Kinds of Special Educational Needs that are provided for at Yew Tree Primary School The SEN Department provides support for pupils across the 4 areas of need as laid out in the SEN Code of Practice 2014 : Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or physical needs As a fully inclusive school with a Designated Special Provision we provide for children with Speech and language difficulties (Receptive and Expressive), ASC, Complex needs, Social, Emotional and behavioural difficulties, Visual impairments and Physical disabilities. 2 Information about the school’s Policies for identification and assessment of pupils with SEN Mission Statement 1. Aims and objectives 2. and Responsibilities for SEND provision 3. Arrangements for coordinating SEND provision 4. Admission arrangements 5. Specialist SEND provision 6. Facilities for pupils with SEND 7. Allocation of resources for pupils with SEND 8. Identification of pupils’ needs 9. Access to the curriculum, information and associated services 10. Inclusion of pupils with SEND 11. Evaluating the success of provision 12. Complaints procedure 13. In service training (CPD) 14. Links to support services 15. Working in partnership with parents 16. Links with other schools 17. Links with other agencies and voluntary organisations Pupils are identified as having SEN, and their needs assessed, through : information passed on from Nursery/ Infant/Primary/previous schools; Key stage results, baseline testing and progress data; feedback from teaching staff and observations; Pupil Premium interventions not showing impact; referrals from parents referrals All pupils are rigorously tracked in order to inform our planning and teaching. If there are any concerns regarding progress or if any child requires extra support then this is identified by staff at the earliest opportunity and swiftly acted upon.