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