SPECIAL EDUCATIONAL NEEDS AND DISABILITY REPORT
Our Special Educational Needs Co-ordinator (SENCo) is J. Hutchinson.
Kingsmeadow school is committed to ensuring that every student, regardless of need, will be enabled to achieve at the highest possible level.
Our school aims to provide a broad and balanced curriculum, which is differentiated to meet individual needs and abilities. Specialist environments and support is provided where necessary to ensure access throughout the building and curriculum areas. Children may have Special Educational Needs or Disability (SEND) throughout or at any time during their school career.
We aim to ensure that curriculum planning and assessment take account of the type and extent of the difficulty experienced by the student. All staff aim to plan for a student’s Special Educational Needs and/or Disability, enabling them to participate effectively in all curriculum, assessment, extra-curricular activities and the broader aspect of school life as far as is reasonably possible.
WHAT IS SEND?
The Code of Practice 2014 states that a child or young person has a special need if they “have a significantly greater difficulty in learning than the majority of others of the same age”
“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 mainstream schools”
There are four broad areas of need:
Communication and Interaction
Cognition and learning
Social, Emotional Mental Health Difficulties
Sensory and Physical Difficulties
SEND PROVISION OVERVIEW
The school has a Team of Staff to support students with Special Educational Needs including SENDCo, HLTA and TA’s. The SENDCo is responsible for overseeing the day-to-day operation of the SEND department including:
Developing and reviewing the SEN Policy
Updating the SEN Register and pupil information so that staff can plan and deliver appropriately for individual pupils
Monitoring and reviewing the progress of pupils on the SEND Register
Liaising with parents so that they are fully informed, and with outside agencies who support our pupils
Identifying pupils who require access arrangements for exams
Working with other schools/colleges to ensure a smooth transition when SEND pupils arrive or leave
The SENCo will liaise regularly with class teachers and monitor pupil progress. Where progress is slower than expected, further interventions and/or support will be planned.
95% of differentiation and differentiated curriculum is delivered in the curriculum areas.
Other opportunities include:
Small group work
Additional differentiated extra-curricular activities
Parallel and personalised schemes of work