Behaviour, Emotional and Social Development Difficulties. Children may be withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration, present with immature social skills and/or present challenging behaviours. Sensory and/or Physical Difficulties Children may have profound and permanent hearing impairment or visual impairment or lesser, temporary levels of loss. They may have physical impairments arising from physical, neurological or metabolic causes requiring access to specific facilities or equipment. Their difficulties may cause them emotional stress or physical fatigue. Children experiencing difficulties in any one or a combination of areas may be entered on either the school’s Medical Register or SEN Register or both. Children whose difficulties are solely due to home language differing from the language in which s/he is taught are not identified as having SEN. 4.2 All children have a baseline assessment when they enter our school, so that we can identify current levels of understanding/ skill and build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all of our children. 4.3 If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available school resources, including ICT which, due to recent advances, provides a range of equipment and programmes which can be used to support all children. This level of support is called SEN Support. The child’s Key Person or appropriate member of staff will offer interventions that are different from, or additional to, those provided as part of the schools usual working practices. The Key Person will keep parents informed and draw upon them for additional information. The Special Educational Needs Coordinator (SENCO), if not already involved, will become involved if the Key Person and parents feel that the child would benefit from further support. The SENCO will then take the lead in further assessments of the child’s needs. 4.4 We will record, in an Individual Learning Pathways, through Provision Mapping or SEN Support Plan the strategies used to support the child. This documentation will show the short-term target set for the child, and the strategies to be used. It will also indicate the planned outcomes (linked to our assessment system) and the date for the plan to be reviewed. In most cases, this review will take place six times a year (half termly).
Behaviour, Emotional and Social Development Difficulties. Children may be withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration, present with immature social skills and/or present challenging behaviours. Sensory and/or Physical Difficulties Children may have profound and permanent hearing impairment or visual impairment or lesser, temporary levels of loss. They may have physical impairments arising from physical, neurological or metabolic causes requiring access to specific facilities or equipment. Their difficulties may cause them emotional stress or physical fatigue. Children experiencing difficulties in any one or a combination of areas may be entered on either the school’s Medical Register or SEN Register or both. Children whose difficulties are solely due to home language differing from the language in which s/he is taught are not identified as having SEN. 4.2 All children have a baseline assessment when they enter our school, so that we can identify current levels of understanding/ skill and build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all of our children. 4.3 If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available school resources, including ICT which, due to recent advances, provides a range of equipment and programmes which can be used to support all children. This level of support is called SEN Support. The child’s Key Person or appropriate member of staff will offer interventions that are different from, or additional to, those provided as part of the schools usual working practices. The Key Person will keep parents informed and draw upon them for additional information. The Special Educational Needs Coordinator (SENCO), if not already involved, will become involved if the Key Person and parents feel that the child would benefit from further support. The SENCO will then take the lead in further assessments of the child’s needs. 4.4 We will record, in an Individual Learning Pathways, through Provision Mapping or SEN Support Plan the strategies used to support the child. This documentation will show the short-term target set for the child, and the strategies to be used. It will also indicate the planned outcomes (linked to our assessment system) and the date for the plan to be reviewed. In most cases, this review will take place six times a year (half termly).
SEN-Policy-June-2018.docx