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The school uses a staged approach to identifying and meeting special educational needs. This means that as the need becomes greater, more resources are used to support the child and more adults are involved.
The staged approach begins with a discussion between the class teacher and the parents/ carers about their child's difficulties with learning and behaviour. The Special Educational Needs Co-ordinator (SENCO) is informed and will then work in partnership with class teachers and teaching assistants to plan an agreed individual programme of support. This support may take the form of group work outside or within the classroom or one to one help, depending on the needs of the child.
At all stages of the process it is essential that the school works closely with parents/carers for the benefit of the child. Sometimes we need to seek the advice of external agencies such as the Speech and Language Therapy Service, the Specialist Teaching and Learning Service, the Educational Psychology Service and the service to support children with English as an Additional Language. We will only do this after discussion with parents/carers and gaining parental consent.
On the 1st September 2014, the Children and Families Act 2014 introduced a new framework for children with special educational needs and disabilities (SEND). This represents the biggest shift in SEND for 30 years.
All local authorities are required to publish information on the 'local offer' about all SEND services, along with details of any eligibility for specialist services and a signpost to support those who do not meet the thresholds. Please click on the link to view further information.
In light of this we have reviewed the School's SEND Policy through consultation with the Head Teacher and Governors.
If you wish to discuss your child's support programme or provision please contact the Special Educational Needs Co-ordinator – Mrs Kate Place.
Click here to view Kent County Councils Special Education Needs website
The aim of the SEN strategy is to improve the educational, health and emotional wellbeing outcomes for all of Kent’s children and young people with special educational needs and those who are disabled.
This strategy incorporates the Accessibility Strategy (under paragraph 1 schedule 10 of the Equality Act 2012)