Twitter

Endike Primary
Endike Primary@EndikePrimary
  • Miss Fenton RT @EndikeJF: In position to watch the @DRETnews Dance Festival. Break a leg @EndikePrimary! #dretdance #dretdancefestival
    3 days 18 hours ago.
  • Mrs Smallwood RT @EndikeTS: Today we got a sneaky peek at the dance troupe’s performance, ready for the Northern Dret dance troupe performance tomorrow n…
    3 days 18 hours ago.
  • Mrs Smallwood RT @EndikeTS: Such confident performances from musicians that haven’t been playing the double bass long! Well done girls 😀 @EndikePrimary @…
    5 days 18 hours ago.

SEND Information Report

At Endike Academy we support all pupils to achieve their best, both academically and socially. We support children with Special Educational Needs in order to overcome barriers to learning and enable all children to make good or better progress.

 

We aim to support the needs of all children and ensure that all children with SEN are integrated into the school as far as practically and/or safely as possible.

Staffing:

 

SENCO: Mr M Holliday

Speech and Language Assistant: Miss Todd & Mrs Weinman

 

Responsibility

 

The SENCO is responsible for the oversight and leadership of SEN throughout the school. The class teacher is responsible for ensuring class support and interventions are in place for children and ensuring that support staff are fully aware of additional needs and support in place for children with SEN.

 

Definition of Special Educational Needs:

 

The SEND Code of Practice (2015) defines Special Educational Needs as:

“A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or young person has a learning difficulty or disability if he or she:

a)has a significantly greater difficulty in learning than the majority of others of the same age, or

b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools 

c) are under compulsory school age and fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them. (Section 20 Children and Families Act 2014)

 

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which he/she will be taught.”
There are four categories of need:

·      

Cognition and Learning

·      

Communication and Interaction

·      

Social Emotional and Mental Health

·      

Sensory and/or Physical Needs, Medical

 

 

Support for children with SEN

 

If a child is recognised as having an additional special educational need, the support they receive will be decided, monitored and reviewed by their Termly Support Plan (TSP) and/or their Educational Health Care Plan (EHCP). All children with an additional need have the opportunity to develop to their full potential with the guidance and support of their class teacher, the SEND leader, teaching assistants and outreach teaching staff. The school aims to provide for all the needs of the child whilst encouraging integration in class and school activities.

Assessment, attainment and progress

The attainment and progress of all pupils are measured continually through quality first teaching and formatively at each KPI assessment point. For pupils whose Special Educational Need is categorised at Cognition & Learning, we use BSquared to assess progress and attainment to ensure they are making good or better progress at the correct level.

Working together to ensure best outcomes for children with SEN

We encourage parents, carers and families to speak to us about any worries or concerns which you may have regarding your child’s learning or emotional and social wellbeing – you know your child better than anyone else.

 

We keep parents updated on their child’s development in a number of ways:

·        

Your class teacher will contact you

·        

Any testing that is conducted that results in a concern will be sent to parents and an invite to come in and talk to the SENCo and class teacher

·        

Annual meetings will be offered to parents to talk about their child’s level of support and progress with the class teacher and SENCo. These meetings are held in June, TSPs will be updated for the next class teacher at this stage.

·        

Termly meetings with the SENCO are available during consultation evenings

·        

SENCO is available to speak to parents when needed

 

 

Admissions Policy and Inclusion Arrangements


Children with special educational needs are admitted into school in accordance with our whole-school admissions policy. Our overall aim is to secure inclusion for all pupils (see Inclusion Policy) and enable their full participation in society.

 

Resources

Funding for SEND is received through the General School Budget and in some individual cases, additional LEA funding. This funding is used to provide support for children with SEN and the provision of appropriate learning and teaching materials. A range of differentiated work is prepared and structured by class teachers, support assistants and the SEND Teacher.

  

External Support Services:

A range of support services are involved with children at Endike Academy including:

·      

Whitehouse PRU Outreach Service

·      

Northcott Outreach Service

·      

Hull City Psychological Service

·      

Hull Speech and Language Unit

·      

iPass

Complaints
Arrangements for considering complaints about SEND provision within the school will be addressed following the Trust’s complaints procedure.