Bredenbury Primary School Offer for Children with Special Educational Needs
Bredenbury School is required to work in line with the Special Educational Needs and Disability (SEND) Code of Practice (2014), which relates to Part 3 of the Children and Families Act 2014, and also the Equality Act (2010).
Some children may have a Special Educational Need (SEN), which could require additional resources and/or provision beyond that of the usual classroom environment. The school is committed to offering a range of support to those pupils with special educational needs.
The school’s ‘Offer’ is designed to promote pupils and parents/carers participation in working towards individualised appropriate outcomes for the young person with special educational needs While individualised, the overarching aim is to facilitate independent and resilient learners, whatever their particular needs may be.
This School Offer has been produced in line with the Children and Families Act 2014, the updated Code of Practice, and the Equality Act 2010. The SEND Code of Practice (2014) defines a child as having 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 is defined as having a learning difficulty or disability if he or she “has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools…’
Services available through Herefordshire Council can be found in their ‘Local Offer’ at: https://www.herefordshire.gov.uk/education-and-learning/local-offer
Responsibility for the co-ordination of SEND provision
• The person responsible for overseeing the provision for children with SEN is the Headteacher.
• The person co-ordinating the day to day provision of education for pupils with SEN is the school SENCo.
• The governor with specific oversight of the school's provision for pupils with SEN is the SEN Governor.
The ‘Ordinarily Available’ Interventions
“Ordinarily Available” is a framework which describes the ‘usual’ entitlement of pupils in mainstream schools.
Our Mission statement
At Bredenbury Primary we support and value the abilities of all our pupils. It is our duty to provide equal opportunities for every person in our care and a safe a fully equipped learning environment, which caters to the needs of every child as an individual. We are committed to inclusion within the school curriculum and participation in all aspects of school life.
Bredenbury Primary adopts a ‘whole school approach’ to special educational needs. All staff work to ensure inclusion of all pupils. The school is committed to ensuring that pupils with special educational needs can fulfil their potential and achieve optimal educational outcomes.
Aims and objectives
We aim to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice.
Our aims are:
• To ensure that all pupils with SEN have their needs identified in order to support academic progression and continued good physical and mental health and wellbeing;
• To ensure that all children can access a balanced curriculum which is appropriately differentiated;
• To ensure that all pupils with SEN are able to fully access the curriculum by providing extra support or additional resources where appropriate and by removing barriers to learning;
• To develop pupil independence;
• To raise pupil self-esteem and build pupil confidence.
• On entry identify pupils with SEN. Gather information on entry into school liaising with previous setting. This is most effectively done by gathering information from parents, education, health and care services and Early Years settings prior to the child’s entry into the school.
• Monitor the progress of all pupils in order to aid the identification of pupils with SEN. Continuous monitoring of those pupils with SEN by their teachers will help to ensure that they are able to reach their full potential.
• Make appropriate provision to overcome all barriers to learning and ensure pupils with SEN and G&T have full access to the National Curriculum. This will be co-ordinated by the SENCo and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for.
• Work with parents/carers to gain a better understanding of their child and involve them in all stages of their child’s education. We aim to ensure that parents are able to actively participate in supporting their child's education, including but not limited to; helping them in terms of understanding SEN procedures and practices, and providing regular reports on their child’s progress.
• Work with and in support of outside agencies when the school alone cannot meet the pupils’ needs.
• Create a school environment where pupils feel safe to voice their opinions of their own needs. This means providing termly one to one meetings between pupils with SEN and G&T and their teacher. Pupil participation is a right and children must have a voice in this process. This will also be reflected in decision making but also encouraged through wider opportunities for participation in school life, for example membership of the School Council.
The ‘ordinarily available’ at Bredenbury School
Wave 1 - Quality First Teaching:
• Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
• High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.
• If a concern is raised about a pupils’ progress, discussions should take place between the class teacher, parent and SENCo. The pupil will be monitored, and possible support strategies put in place.
• Pupil Progress meetings are used to monitor and assess progress made by pupils.
Wave 2 -
• This recognises pupils who are identified as requiring additional and different help to that which has been provided at Wave 1.
• Pupils become Wave 2 if they have been assessed as being significantly behind their expected level for three consecutive half term assessment periods.
• At this stage the SENCo will seek consent from parents to assess a pupil, or refer to an external agency, to ascertain what the specific barriers to learning may be.
• Pupils will now be placed on the SEN Support Register, and an Individual Education Plan (IEP) will be provided which will detail the specific time limited intervention/s or provision/s that will be made.
• The IEP will detail support and any interventions relating to the specific outcomes of that child.
• It will be the responsibility of the SENCo to monitor the IEPs and school provision maps, the effectiveness of the provision and the progress of the pupils.
Wave 3 -
• When a pupil has been identified as having a SEN, and steps have been taken for provision under Waves 1 and 2 but the pupil has not progressed as expected, the school will consider taking steps under Wave 3.
• This may involve further consultation with external agencies who will make their own assessments of the pupil and provide support in the planning of extended provision and continued support.
• The SENCo will be responsible for monitoring that the advice of external agencies is being followed, and will liaise with the agencies when required.