SEND

Our Special Educational Needs Coordinator (SENDCo) is Mrs Bedford

Here at The Beeches CP School we believe that inclusive practice is at the heart of all we do. We will support all pupils to meet their full potential.

Being inclusive is not about treating everybody the same but working with pupils, staff, families and governors to meet an individuals needs. We will provide equality of opportunity and an inclusive framework whereby everybody's voice is heard and valued.

All teachers are teachers of SEND - All leaders are leaders of SEND

Supporting children at The Beeches

Where a child is identified as having SEND, we take care to remove barriers and put in place effective provision in place. This support takes the form of the graduated approach- broken down into Assess, Plan, Do & Review (APDR).

As part of the graduated approach each child identified as having an SEND will have a 'Pupil Profile (PP)', written by the child in collaboration with parents/carers and school staff. The PP gives an overview of needs and how best to support the child.

Most children identified as having SEND will have a support part that sits alongside their profile which details SMART (Specific, Measurable, Achievable, Realistic and Time based) targets that the child is working towards each term. Specific strategies, resources or intervention will be detailed to support the pupil with meeting these targets. Asset schools are in the process of implementing a new approach to SEND assessment called the 7c's. This approach allows us to look more closely at a childs strengths and what the barriers are to learning rather than for an example, identifiying a weakness in maths. We, in consultation with parents and the child try to identify why. For example, a weakness in maths might be due to slow processing skills rather than an intrinsic weakness in maths. More info. below.

The Graduated Approach at The Beeches

Universal: All children

Most children's special educational needs will be met through high quality teaching, in the classroom with the class teacher. The school has a universal provision document specifying how needs can be and barriers overcome for each broad area of need.

Targeted: Some children

During ADPR and pupil progress meetings pupils that require additional support will be identified and appropriate provision discussed. This may take the form of catch-up programmes, focused intervention (with impact measured) or pastoral support.

Specialist: Few children

Children who are making limited progress or who are identified as having complex special educational needs will access bespoke or individulised program with the support of external agencies and professionals.

The 7c's

The 7C's is a language of assessment. It provides a framework that encourages dialogue between the teacher, learner and parent/carer, intended to inform and evaluation of the child as a 'whole' learner. As the name suggests, the 7C's consists of seven areas of learning, each beginning with the letter C, these include:

Cognition - working memory, speed of processing, inference, anticipation, reflection, evaluation and analysis.

Communication - expressive vocabulary, articulation, language and comprehension, collaborative conversation, listening, social communication and social interaction.

Creativity - generation of ideas, problem-solving, attention, motivation, making things, courage and determination and trust.

Control - self-regulation, behaviour for learning, anxiety management, confidence, resilience, language of emotion and independence.

Compassion - friendships, turn-taking, empathy, sense of justice, self-esteem, self-efficacy and support for others.

Co-ordination - fine and gross motor skills, sensory, mobility, stability and balance, posture and sensory processing.

Curriculum - All subjects

An overview of The Beeches SEND provision

We are an inclusive school and may offer a range of provision to support our children within the four broad areas of SEND. The range of support deployed will be tailored to individual needs following assessment by internal or external agencies and discussions with staff, children and parents/carers.

Please see the PDF documents (below) 'Asset Education Universal provision' and 'Additional Support- The Beeches' to see the full offer in relation to the four broad areas of SEND:

Roles and responsibilities

The Special Educational Needs and Disabilities (SEND) Code of Practice sets out the role of the SENDCO.

It says the SENDCO has:

An important role to play with the headteacher and governing board, in determining the strategic development of SEN policy and provision in the school.
Day-to-day responsibility for the operation of SEN policy and co-ordination of specific provision made to support individual pupils with SEN

The Code of Practice and the role of the class teacher:

Be responsible and accountable for the progress and development of all pupils in their class, including those pupils who access support from teaching assistants or specialist staff. Where support staff work with pupils with SEN, the teacher has overall responsibility for those pupils and must ensure that they make appropriate progress.

he Code of practice also states:

6.17 Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.

This can be characterised by progress which:

is significantly slower than that of their peers starting from the same baseline
fails to match or better the child’s previous rate of progress
fails to close the attainment gap between the child and their peers • widens the attainment gap

6.36 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.

6.37 High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.

ASSET SEND and Learning Policy