Special Educational Needs and Disability (SEND)

Provision for children with special educational needs is a matter for the school as a whole.  In addition to the governing body, the school’s Headteacher, the SENCO and all other members of staff have important day-to-day responsibilities.  All teachers are teachers of children with special educational needs and those requiring SEN Support.  It requires regular monitoring and evaluating to evidence of impact of strategies put into place.

At the heart of the work of every primary school class is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children.  With quality first teaching the majority of children will learn and progress within these arrangements.  Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have special educational needs. The identification of SEN is integrated into the overall approach to the monitoring, on regular basis, of pupil progress and development.

The school will have regard to the Special Educational Needs and Disability Code of Practice:0-25 (July 2014) when carrying out its duties toward all pupils with SEN, or suspected SEN, and ensure that parents are notified and included in a that SEN provision is being made for their child. Children will have needs and requirements which may fall into at least one of four broad areas of need, and many children will have inter-related needs. The impact of these combinations on the child’s ability to function, learn and succeed should be taken into account. The areas of need are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical

Partnership with parents plays a key role in enabling children and young people with SEN achieve their potential.  The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.  All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education. Communication at Scholar Green Primary School is seen as a vital part of supporting children with special educational needs and expected from staff and parents alike.

If you have any questions with regards to SEND please see your child's class teacher, or alternatively our school's SENCO, Miss Hope.

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