All schools are required to publish details of their provision for children with Special Educational Needs and Disabilities (SEND). They are also required, along with the local authority, to keep these under review. This is called the ‘Local Offer’. For further information about the Suffolk Local Offer, please click here.
The FAQs below are designed to help answer your questions about SEND
At Earl Soham School we aim to be fully inclusive and we follow the SEND Code of Practice (legal guidance). We cater for pupils with mild to moderate special educational needs and disabilities (SEND).
The four areas of need are defined as:
We support children with a range of diagnosed conditions which may include amongst others:
A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age has a learning difficulty or disability if he or she:
If it is noted that a child meets the criteria defined above, the school will arrange to meet with the child’s parents and place the child on the school’s SEN register.
In addition to the schools tracking data a variety of specific assessments may be used to provide a more detailed picture of the child’s needs:
Mrs Rico (Yellow Class Teacher) holds the responsibility of SENCo.
Tel: 01728 685359
If you have concerns about your child’s progress, you should initially speak to your child’s class teacher. This may result in a referral to the SENCo.
If concerns are raised about your child’s learning, you will usually be contacted by your child’s class teacher in the first instance and asked to attend a meeting to discuss the concerns. The SENCo may also be present at the meeting.
Concerns may also be raised at parents' evenings. Progress is reported at each meeting and a written summary is provided.
At the end of each year you will receive a full report outlining your child’s progress and attainment in Reading, Writing, Maths and Science.
There are many ways in which you will be involved in your child’s education.
If your child is identified as having SEN, they will:
At Earl Soham, we monitor children’s progress using a variety of measures, including:
When children join Earl Soham School, we invite them and their parents to visit the school prior to their first day whenever possible. This will usually involve a meeting with the Head teacher where additional needs can be discussed. If timescales allow, we also encourage children to make another visit prior to joining the school.
In reception, there are usually two induction sessions in the summer term where pupils join us for a morning, including lunch. Teachers and other adults will be made aware of the needs of children with an identified SEND so that they can support their transition to the school.
Moving on to another school or class can be difficult for any child, but difficulties may be compounded for a child with SEND. To support transition from Earl Soham to other schools and between classes within the school, we offer the following support:
Depending on their level of need, children will be allocated different levels of support. In most cases, a child’s needs will be addressed through quality first teaching and small group support by teaching assistants within the classroom. All teachers are teachers of SEN and will identify pupils with SEN in their planning and plan differentiated lessons to accommodate their needs. Staff receive regular inset training on different SEN support strategies.
In some cases, children may receive 1:1 support and specific interventions carried out by specialised staff to help resolve any learning gaps.
For more complex needs, some children may require an Education, Health and Care plan (EHC) needs assessment in order for the local authority to decide whether it is necessary for it to make provision in accordance with an EHC plan.
Children who currently have a statement of SEN are being transferred onto an EHC plan in a gradual process.
In considering whether an EHC needs assessment is necessary, the local authority should consider whether there is evidence that despite the school having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress. To inform their decision the local authority will need to take into account a wide range of evidence, and should pay particular attention to:
• evidence of the child’s academic attainment (or developmental milestones in younger children) and rate of progress
• information about the nature, extent and context of the child or young person’s SEN
• evidence of the action already being taken by the school to meet the child or young person’s SEN
• evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided
• evidence of the child’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies
The school will follow a number of procedures to support children with SEN. These include:
As well as differentiated planning and interventions programmes, teachers will also follow these practices:
Provision will be made for children with SEND to take part in school trips and residential courses. The accessibility of venues and the ability for all pupils to take part in trips is carefully considered during the planning stages. The class teacher or SENCo will make contact with the venue being visited and the child’s needs will be identified and passed on to the venue where appropriate. An additional adult may accompany the child on the visit, to ensure they have the necessary support.
For residential courses, the child and parents may be invited to visit the site prior to the visit to make the child familiar with procedures and to allay concerns.
All teachers at Earl Soham school have responsibility for children with SEN in their class and are trained to support children with a wide range of needs. They will take advice from outside agencies to provide child-specific support for individual conditions. When necessary, SEN consultations are requested with the SEN Advisor to offer advice and support strategies.
The SENCo is a qualified teacher and attends network meetings to share good practice and find out about the latest developments within SEN. The SENCo refers to outside agencies for additional expertise when required.
Teaching Assistants receive regular training opportunities within school and also through courses. They are highly experienced and trained to support children with medical, physical, behavioural and learning needs.
Earl Soham uses the following practices to evaluate the effectiveness of provision for children with SEN:
In supporting children with SEN, we adhere to the guidance detailed in the Equality Act 2010. We have a number of lunch time and after school activities that all pupils are included in. Details of these are sent home each half term. Staff are trained in various aspects of SEN so that they understand the difficulties the child may face and can plan how best to support them in partaking in activities. We provide additional support so all pupils can be as fully involved as possible. Where appropriate, additional funding may be used to support families with the cost of trips and residential courses.
In many cases of SEN, outside agencies may be consulted or involved with a child in providing support. Support from local authority services is sought when required for training and advice.
The following agencies provide support to the class teacher or SENCo:
The first point of contact for complaints is always the person responsible – in most cases this will be the class teacher. Explain your concerns to them first. If you are not satisfied that your concern has been addressed, speak to the Head Teacher. If the problem is still not resolved then contact the Chair of Governors.
If you do not feel the issues have been resolved, and your child has SEN, then you can contact the Senior Special Needs Officer. Please contact the school for the details.
If your concern is with the local authority, contact the Senior Special Needs Officer for advice.
For further information, or to provide feedback on these questions, please contact the school and ask to speak to the SENCo. This information report will be reviewed annually in March. The next review is due in March 2017.
How We Support Children with Special Educational Needs AND/OR DISABILITIES (SEND)
Our school aims to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met wherever possible.
Our school follows the Code of Practice (legal guidance) for children who have SEND.
All classes in school are of mixed ability and teachers provide work that is specially designed to match the ability of each group. They do this using a variety of materials and classroom support.
If a child has SEN, parents will be informed that their child is being registered on the Special Educational Needs register. These children will have a Support Plan, which is reviewed with parents and children each term.
For a small proportion of children, the school may need to involve and use the advice of outside agencies e.g. Educational Psychologists. Parents will always be informed of this in advance so that they have the opportunity to ask questions and raise any concerns.
What is Special Educational Needs?
Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them, which is additional to and different from the provision our well-differentiated curriculum offers all pupils in school (as defined by the SEN Code of Practice 2015).
Children have a learning difficulty if they:
(a) have a significantly greater difficulty learning than the majority of children of the same age: or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.
What is a Disability?
A disability is described in law (Equality Act 2010) as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.
The Local Authority Local Offer
Click on the link at the top of this page to find details of Suffolk's Local Offer.