SEN & disabilities
At East Bridgford St Peter's C of E Academy we are committed to ensuring equal opportunities, inclusion and freedom from discrimination for all our pupils. We value all children in our school equally and strive to ensure that they enjoy equality of opportunity in all areas of the curriculum.
Miss L Smith is our Special Educational Needs Co-ordinator.
*Currently, (from February 2022) Mrs L Lewis is holding this role while Miss Smith is on maternity leave.
Below is a brief explanation of provision for SEND at St Peter's.
The term 'Special Educational Needs' (SEN) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age. Children with Special Educational Needs are assessed when they arrive in school or as soon as their needs become apparent.
Some needs are quite mild, requiring no more intervention than quality first teaching, regular encouragement and monitoring; some children need carefully differentiated work, while others’ needs are greater, and may require one or more of a range of strategies, varying from extra support provided by a Teacher or Teaching Assistant in the form of booster sessions or regular interventions as well as in class support. As a parent, you will be informed if your child is receiving additional support and kept up to date with their progress either at the bi-annual parents evening or on a more regular basis.
A record of every child on the SEND and Inclusion register logs their needs, the support they have received and their progress and is kept by the co-ordinator. This is reviewed regularly and interventions are adapted accordingly after assessing success.
All teachers have a responsibility to identify and meet the special educational needs of pupils. Those children should be taught together with their peers as much as possible and have full access to the national curriculum. We understand that children make progress at different rates and have different ways in which they learn best. When planning lessons based around the National Curriculum, your child's teacher will take account of this by looking carefully at how they organise their lessons, classroom, books and materials.
Your child’s progress at school
All children on the SEND and Inclusion register have a file which outlines support and planned interventions, which are recorded and monitored using intervention logs kept by the class teacher. These documents identify the steps that are to be taken to support the child's learning, learning targets and a date for reviewing progress. Parents are invited to reviews which assess progress made under the current plan and set new targets.
Where children have involvement with outside agencies, parents are kept up to date with observations and invited to termly reviews to assess progress, discuss observations and to determine next steps to ensure progress for the term ahead.
Where the school alone does not have the resources to provide sufficient help for the child a full assessment is carried out and, if the authorities agree to a ‘Education, Heath and Care Plan’(EHCP), help can be provided from central funds. This procedure applies to very few children. (This process has replaced the system of Statutory Assessment and the issuing of a ‘Statement of Special Educational Needs.’ Any pupils who currently have a Statement will have them converted to an EHCP as part of the review process. EHCP reviews happen annually and usually involve a wider range of outside agency professionals, school and parents all with a view to provide the best outcomes for the child or young person.
Many children make good progress when given some extra help and are then no longer recorded on the SEND register; others will continue to need support if they are to make progress in the curriculum. Parents will be informed whether their child is removed from the register and/or if they remain.
We are committed to the provision of education for our pupils and parents of pupils with SEND and maintain our open door policy should any queries or concerns arise. We pride ourselves on our regular contact with parents and outside agencies to ensure the very best provision for our pupils. At the end of the school year we have carried out both pupil and parent voice questionnaires to ensure that we are meeting the needs of pupils and parents and this will inform part of our action plan for the following year.
Policies and information
We have a Special Educational Needs policy which is available to any parents. Our policy follows the new Code of Practice for pupils with Special Educational Needs 2014 and the Equality Act 2010.
Should you have questions about our SEND provision, please do not hesitate to contact the school.
If you would like further information regarding the new SEN Code of Practice, please click the link below:-