The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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Endike Academy

Endike Primary Academy is situated in the North of Hull and takes children from Foundation Stage through to the age of 11.

SEN&D

Special educational needs and disability (SEND)

Endike Academy is a fully inclusive school and all staff are committed to providing the best education possible for every pupil. Our ambition is for all pupils to access a full, broad and balanced curriculum. We believe that all children and young people are entitled to an education that enables them to make progress so that they 

  • achieve their best 
  • become confident individuals who go on to live fulfilling lives, 
  • make a successful transition into adulthood, whether into employment, further or higher education, or training (SEN Code of Practice, p.81).  

We know when pupils need additional support if: 

  • Concerns are raised by Parents/Carers 
  • Concerns are raised by teachers and school staff 
  • Concerns are raised by outside agencies 
  • There is a lack of progress over two terms (e.g. from September to Easter) 
  • There is a change in the pupil’s behaviour 
  • A pupil asks for help 

There can be many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The school understand that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

Levels of support offered by the school 

Stage 1

All pupils will receive well-differentiated, quality first teaching, including, where appropriate, the use of small group interventions. All classes have an Accessibility Box to ensure resources are available if a pupil needs it.  

 

Stage 2 

Pupils will be offered additional SEN support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all pupils in the school and will therefore be identified as having a special educational need as defined by the SEN Code of Practice 2014 

 

Stage 3 

A small number of pupils may need support which requires a more individualised and specialist programme of support. In this instance the school will follow the statutory procedure for requesting a statutory assessment which may result in the writing of an Education Health and Care Plan. 

The school will ensure that pupils with Education, Health and Care Plans and those with a statement of educational needs, dating from before January 2014, will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their statement/plan.

The SEN Team

Special Educational Needs Coordinators: Jess Fenton - senco@endikeprimary.co.uk


Speech and Language Assistants: Miss Todd & Mrs Weinman 

Responsibility

The SENCOs are responsible for the oversight and leadership of SEN throughout the school. However, at Endike we believe that every teacher is a teacher of SEN. The class teacher is responsible for ensuring class support, scaffolds 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. We all have high expectations that ensure no child is given a glass ceiling and that every child, including those with SEN, are equitably exposed to the same high quality education as their peers. 

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.

 

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