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SEND

Special Educational Needs and Disability (SEND)

St James’ CE Primary School is an inclusive school for children from 4 years old to 11 years old.

We have close links to St James’ Church, Enfield Highway. Our vision for the school is underpinned by Christian values, which are very important to us. We may offer the a range of provision to support children with SEND. 

 

I am Mrs Bowen, the SENCO at St James’. I am an experienced class teacher and have recently achieved my National SENCO Award.

I am at the School Monday- Thursday and work with all the staff to support children with special educational needs and disabilities.  I am also here to support the parents/ carers of these children and aim to work together to support the child in meeting their individual learning targets. There are many times when I work with specialists and other professionals in Enfield and I am always learning from these opportunities. 

 

SEND Information Report

October 2020

            How does St James’ identify if a child has special educational needs? 

At the St James’ Primary School, we hold pupil progress meetings each term where each child’s progress is discussed with the class teacher and Senior Management.  If any child is identified as a concern, the class teacher and SENCO will monitor your child and his/her progress. If concerns persist, the school will set up a meeting to discuss this with you in more detail. This meeting will be an opportunity to:

  • Listen to any concerns you may have
  • Plan any additional support your child may receive
  • Discuss and share Enfield’s Local Offer
  • Begin the graduated response- assess, plan, do, review.
  • Discuss with you any referrals to outside professionals to support your child’s learning that may be useful

Who are the best people to talk to at St James’ about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

The initial point of contact should always be your child’s class teacher.  The class teacher will always seek advice where necessary from our SENCO, Natalie Bowen (Special Educational Needs Coordinator)

The class teacher is responsible for:

  • Planning for all pupils including those with Special Educational Needs and Disabilities.
  • SEND pupils and TA’s being named on plans and any reasonable adjustments made explicit.
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work or additional ) and letting the SENCO know as necessary.
  • Having an initial conversation with SENCO to share concerns.
  • Identify additional interventions to support the child’s needs.
  • Writing Support Plans and sharing and reviewing these with parents once each term and planning for the following term.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources. This is overseen by the SENCO.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

The SENCO is responsible for:

  • Coordinating all the support for children with SEND and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you as a parent/carer are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing through termly review meetings between you, your child and the staff working with your child
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapist, Educational Psychologist etc
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Monitoring and tracking assessment and progress to ensure pupils are getting quality first teaching opportunities.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
  • Completing specialist referrals with parents.
  • Liaising with and advising teachers and support staff.
  • Contributing to the in-service training for all staff, including governors.
  • Overseeing the day-to-day operation of the school’s SEND policy.

The Headteacher is responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

The SEN Governor is responsible for:

  • The SEND governor, works with the Headteacher and SENCO to ensure relevant information is communicated to the Governing Body to enable the Governing Body to fulfil its role in evaluating success of the education provided for pupils with Special Educational Needs. The SEND Governor also assists and advises the Governing Body on fulfilling its Special Education responsibilities and ensures training is delivered to keep governors up to date with current changes.
  • Ensuring that the necessary support is provided for any child who has SEND, through termly meetings with the SENCO.

 

 

Glossary of some of the many SEND terms

ADD

Attention Deficit Disorder

ADHD

Attention Deficit & Hyperactivity Disorder

ASD

Autistic Spectrum Disorder

BSS

Behaviour Support Services

CAF

Common Assessment Framework – which has now been replaced by “Early Help Form”

CAMHS

Child & Adolescent Mental Health Service

COP

Code of Practice

CP

Child Protection

CYP

Children and Young Person

EAL

English as an Additional Language

EEHF

Enfield Early Help Form – which has replaced the CAF

EHCP

Educational Health Care Plan

EP

Educational Psychologist

FSM

Free School Meals

FLO

Family Liaison Officer

HI

Hearing Impairment

IEP

Individual Education Plan

KS

Key Stage

LA

Local Authority

LAC

Looked After Child

LM

Learning Mentor

LSP

Learning Support Plan

MLD

Moderate Learning Difficulty

NC

National Curriculum

OT

Occupational Therapist

Quality first teaching

The class teacher providing excellent support to all learners to ensure they make all are making progress

PSP

Pastoral Support Programme

SALT

Speech & Language Therapy

SEN

Special Educational Needs

SEND

Special Educational Needs & Disability

SENCO

Special Educational Needs Co-ordinator

SLCN

Speech, Language and Communication Needs

SEMH

Social, Emotional, Mental Health

SpLD

Specific Learning Difficulty

VI

Visual Impairment