Elmstead Primary School

Special Educational Needs and Disabilities - SEND

At Elmstead Primary School, we believe that every teacher is a teacher of every child –including those with special educational needs and/or disabilities. Quality teaching is vital; however, for some children there are occasions when further additional support may be needed to help them achieve. We strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support them through their learning journey. At Elmstead Primary School, we strive to raise the aspirations and expectations for all children with SEND, providing a focus on outcomes. We believe in providing every possible opportunity to develop the full potential of all children.

At Elmstead Primary School we recognise that a child has a learning difficulty or disability if they:

(a) have significantly greater difficulty in learning than the majority of others of the same age; or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in a mainstream school.

Pupil Progress Meetings are held each term. Here, the class teacher meets with the Headteacher and SENCo to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored:

a) Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible barriers to learning.

b) The child’s class teacher will take steps to provide scaffolded learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.

c) The SENCo will be consulted as needed for support and advice and may wish to observe the pupil in class and/or carry out a more detailed assessment of the child’s needs.

d) Through (b) and (c) it can be better determined which provision the child will need going forward.

e) If a pupil has recently been removed from the SEND register, they may also fall into this category as continued monitoring will be necessary

f) Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.

g) The child is recorded by the school as being under observation due to concern by parent and/or teacher but this does not automatically place the child on the school’s SEND register. Any concerns will be discussed with parents informally or during parents’ evenings.

If a child has been identified as having a special educational need, they will be placed upon the Special Educational Needs Register. Action will be taken to remove barriers to learning and effective special educational provision will be put into place. The school follows the guidance contained in the Special Educational Needs Code of Practice (2014). This recommends a Graduated Approach to SEND support. The support provided consists of a four-part process:

• Assess

• Plan

• Do

• Review

This is an on-going cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Ordinarily Available SEND Provision

Ordinarily Available (OA) provision is support that is available to all pupils at this school with special educational needs. It is the offer we can provide to all pupils with special needs through our delegated budget that does not require additional specialist support.

Targeted Support

Sometimes a child may need a specific targeted support that is different from other children in the class. The class teacher alongside the SENCo is responsible for planning targeted provision but depending on the area of targeted provision, other adults in the school may be asked to deliver this extra help. This provides specific focused support that differs from the general class instruction. This approach aims to help the child progress more quickly, reducing or preventing the widening of the achievement gap with their peers.

One Planning

Where a child has a significant difficulty in learning and requires additional or different support to children of similar age, they may have special educational needs. If we believe a child has SEND, we will discuss this with the child's parents and set up a plan. This plan is called a One Plan. Every child with a One Plan will have their plan reviewed each term. The One Plan outlines adaptive teaching strategies and targeted support as needed, and sets desired outcomes based on the additional provisions provided.

Our Sensory Room

At Elmstead, we have invested our resources and space into creating a safe, sensory space for our children to use. With a variety of activities, to alert, calm or organise our bodies, the children have found this space invaluable.

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Sensory Room

Role of the SENCo

Miss Matthews is the SENCo at Elmstead Primary School. If you have any queries about your child and their special educational need please contact the SEND team via the school office. Please be aware whilst Miss Matthews is on maternity leave Mrs Upston will be covering SENCo.

The Essex Local Offer

The Essex Local Offer website provides information about help available to children and young people (aged 0 to 25) with SEND. This includes: