Our SEND Provision
There are a number of reasons why a child may be identified as having SEND:
• They are having significant difficulty with their learning and making less progress than would be expected.
• They have a specific learning difficulty, for example dyslexia.
• They have emotional or mental health difficulties.
• They have difficulties with social communication and interaction.
• They have sensory and/or physical needs, for example a hearing impairment
For all children at Farne Primary School with an additional need:
• We value and recognise the expert role families play in their children’s lives and work closely in partnership with them.
• We use child friendly SEND Individual Educational Plans which clearly state the child’s area(s) of need, their outcomes and the provision and resources to be implemented to support them in meeting the targets set for them.
• We involve the child, parents or carers and key staff members in the writing, implementing and reviewing of SEND Support Plans.
• We deliver high quality teaching, differentiating the curriculum and our resources to meet the needs of individual children and to promote pupil progress.
• We seek support and advice from a range of outside agencies to ensure barriers to success are fully identified and responded to eg, SENTASS, CYPS, Speech and Language Therapists, Education Psychology Service.
• We operate a graduated response based upon need; assess, plan, do, review.
• We ensure that there is access to teaching and learning for pupils with SEN which is monitored through the school’s self-evaluation process. Lessons are as inclusive as possible with adjustments made depending on need.
• Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
• All school-related activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEND.
• We ensure that our school activities and trips, as far as possible, are accessible to all our SEND children.
• We provide teaching assistants in class who work with SEND children and also, more importantly, support other children so that the teacher has more opportunities to work with the SEND children.
• We evaluate intervention groups and strategies on a termly basis and target learning to close the learning gap between SEND pupils and their peers.
• We have a fully qualified SENCO who can provide advice and guidance to staff.
• Support is offered to families and they are signposted to services and organisations which may offer appropriate support or advice via the Newcastle Local Offer.
• We offer support to all pupils and parents during periods of transition; Pre – School tp Nursery, Nursery to Reception, Year 2 to Year 3, Year 6 to Secondary School.
• We liaise closely with secondary schools at transition times to ensure that SEND pupil information is clearly communicated and recommendations are heard so that the move to secondary school is as smooth as possible.
• We work in partnership with parents and carers to meet the needs of individual pupils.
• All staff have the opportunity to carry out training in relation to managing pupils’ needs in the classroom.
• Whole school policies such as those for Behaviour, Anti-bullying and SEND are evaluated on a regular basis.
For pupils with a higher level of need or a statement of SEND or an Education Health and Care Plan (EHCP), we provide:-
• Detailed planning and monitoring of progress.
• Individualised programmes of work across several areas.
• Annual reviews of a statement of SEN or an EHCP with recommendations submitted to the Local Authority.
• Multi-agency planning and assessment of targets at interim reviews.