Reviewed October 2018
Central Primary believes that all pupils should be respected and valued as per our own school values.
Some children require support that is additional or different from that made for their peers. It may take the form of additional support in school or require involvement of specialist staff or support services.
Our School has a Special Educational Needs Co-ordinator (SENCO) who is responsible for the management of provision and/ or support for identified pupils with SEND. She will also coach and support teachers and other staff to enable them to provide appropriate assessment and focussed provision for children in their class with SEND.
All teachers are teachers of SEND pupils and as such provide quality first teaching which takes account of the particular individual needs of pupils with SEND within the classroom.
“Areas Of Need” Explained
The new ‘Draft Code of Practice’ (Oct 2013) states that there are four main areas which cover Special Educational Needs. These areas are:
Area of Need Relating to difficulties with:
Communication and Interaction
Attention / Interaction skills: May have difficulties ignoring distractions. Need reminders to keep attention. May need regular prompts to stay on task. May need individualised motivation in order to complete tasks. Difficulty attending in whole class. Interaction will not always be appropriate. May have peer relationship difficulties. May not be able to initiate or maintain a conversation.
Understanding / Receptive Language: May need visual support to understand or process spoken language. May need augmented communication systems Frequent misunderstandings. Repetition of language and some basic language needs to be used to aid their understanding.
Speech / Expressive Language: May use simplified language and limited vocabulary. Ideas / conversations may be difficult to follow, with the need to request frequent clarification. Some immaturities in the speech sound system. Grammar / phonological awareness still fairly poor and therefore their literacy can be affected.
Cognition and Learning
Children may have difficulties with the skills needed for effective learning such as use of:
• Language, memory and reasoning skills
• Sequencing and organisational skills
• An understanding of number
• Problem-solving and concept development skills
• Fine and gross motor skills
• Independent learning skills
• Exercising choice
• Decision making
• Information processing
Children may have a specific learning disability such as dyslexia, dyscalculia,dyspraxia or dysgraphia.
Social, Mental and Emotional Health
Children may have difficulties with social and emotional development which may lead to or stem from:
• Social isolation
• Behaviour difficulties
• Attention difficulties (ADHD)
• Anxiety and depression
• Attachment disorders
• Low self esteem
• Issues with self-image
Sensory and/ or Physical
These pupils may have a medical or genetic condition that could lead to difficulties with:
• Specific medical conditions
• Gross / fine motor skills
• Visual / hearing impairment
• Accessing the curriculum without adaptation
• Physically accessing the building(s) or equipment.
• Over sensitivity to noise / smells / light / touch / taste.
• Toileting / self-care.