SEN-D

 
 
Information about Special Educational Needs and Disability at Frittenden CEP School
 
Frittenden CEP School is committed to inclusion, we endeavour to make every effort to achieve maximum inclusion of all pupils whilst meeting their individual needs as learners.  
 
We will support your child’s development, socially, emotionally and academically. Therefore if it is felt that your child needs support in a specific area, we will fulfil that role by giving them additional guidance. This may be within the classroom setting, as part of a small group or on a one to one basis. This is all part of the support our school gives through differentiation and ensuring your child’s needs are met. Below you will find a glossary of provision that we offer and an explanation of these. Your child may not necessarily participate in any of the following provisions. But as a school we are dedicated to ensuring that all parents are kept informed. 
 
 
Contacts
 
If you have a concern about your child’s learning then your child’s class teacher is the first person to talk to as they plan for ways to give support in class, whether that support be one to one or in a group.
 
You can also contact our SENCO Amy Wichall at senco@frittenden.kent.sch.uk
 
 
SEN&D information Policy
 
Please click here to view our SEN&D Information Policy.
 
 
 
Useful weblinks
 
Dyslexia Action- Information about dyslexia services.
 
KCC Local Offer- This gives children and young people with special educational needs or disabilities and their families information about what support services the local authority think will be available and useful in the local area.
 
 
What do we mean by Special Educational Needs?
 
Children have Special Educational Needs if they have a learning difficulty that calls for special educational provision to be made for them. They may have:
a significantly greater difficulty in learning than the majority of children the same age;
a disability that presents them from making full use of the educational facilities provided for children of the same school age.
 
They may have a difficulty with one or more of the following:
1. Communication and Interaction
2. Sensory or Physical.
3. Cognition and Learning.
4. Behavioural, Emotional and Social.
 
We know that children learn and develop in different ways so we use different teaching styles, resources and plan levels of work, along with many other approaches. This is called Quality First Teaching.
 
How do we identify children who need extra support?
 
We aim to keep the time between identifying where support is needed and responding with the right provision to a minimum.  Home and pre-school visits help with early identification and enable us to plan for future provision. As well as this we liaise with parents, health professionals and early years settings to build a sound evidence base.
 
Once in school, your child will be assessed in a number of ways, including class observation by the teacher. From these assessments your child's teacher will be able to see what they are good at, where they need help and how best you can help at home.
 
What happens if your child is identified as needing support?
 
If your child needs support in one of the four areas mentioned, the class teacher, together with the SENCO will decide the type of level of support, which may change throughout their time at school. We will always keep you informed and a part of their process.
 
What does the SENCO do?
 
SENCO- Special Educational Needs Co-ordinator.
 
If your child needs support, the SENCO will:
 
Ensure the right support is put in place together with the class teacher.
Advise other teachers on how to help your child.
Work closely with you regarding your child’s need and listen to any ideas or concerns you might have.
Work with professionals (if necessary) who may be able to help your child.
 
What could the support look like?
 
The support could be within class, as part of small group or one to one help. The class teacher and SENCO will best assess which type and level of support is needed.
 
For your child this action will be enough to help them to overcome any difficulties and help them make good progress.
 
Sometimes, additional advice from outside specialists is needed, which could include advice from specialist teachers, educational psychologists, speech and language therapists or physiotherapists. In this case we work alongside parents and professionals to carry out further assessments and form and individual provision plan.
 
How do we identify children who need extra support?
 
We aim to keep the time between identifying where support is needed and responding with the right provision to a minimum. Home and pre-school visits help with early identification and enable us to plan for future provision.  As well as this, we liaise with parents, health professional and early years setting (nurseries or pre-schools) to build a sound evidence base.
 
Once in school, your child will be assessed in a number of different ways, including class observation.  From these assessments, your child’s teacher will be able to see what they are good at, where they need help and how best you can help at home.
 
What happens if your child is identified as needing support?
 
If your child needs support in one of the four areas mentioned, the class teacher, together with the SENCO will decide the type and level of support, which may change throughout their time at school. We will always keep you informed and part of the process.
 
What is an Individual Provision Plan?
 
This is essentially what your child’s class teacher and the SENCO plan to do to help your child. It will include short term targets, extra support detail (i.e. how often the support is given) and when the school will next look at progress.
 
These plans are reviewed throughout the year and then discussed with parents at Parent’s Evening. Your child would also be discussed at regular Pupil Progress meetings throughout the school year.