Our vision at Corpus Christi is to encourage all to strive for excellence and achieve their full potential. We aim to be inclusive and equitable to all, and understand the importance of communication with families, parents and carers, and encourage pupil voice.
During a child’s school life, they may have a specific educational or emotional need. The school is responsible for identifying these needs and then organising the relevant provision and support in order for them to progress.
Once it has been identified that there is something preventing a child from learning, the school must develop ways of overcoming the barrier. At this point the class teacher will:
- Work with the SENCO to find a solution and plan a way forward. This is called The Graduated Approach where we assess the need, make a plan, do the work and then review
- Work in partnership with parents/carers so that they are able to support their child at home
- Work with professionals if required
If a child needs provision, they may be placed on the SEND Register.
What does ‘being on the SEND Register’ mean?
If your child is on the SEND register it means their learning difficulty or disability calls for special education provision, namely provision different from or additional to that normally available to pupils of the same age. A special educational need is defined by the 2014 code of practice as: A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’
The SEN Code of Practice suggests four broad areas of need:
- Cognition and learning – Cognition and learning difficulties can affect a child’s ability to learn and make progress in line with their peers.
- Communication and interaction - Conditions may include children and young people who have speech, language and communication needs and/or autism. They may: have difficulty in communicating with others; they may have difficulty saying what they want to or understanding what is being said to them and they may be delayed in using language.
- Social, emotional and mental health difficulties - Children and young people experiencing social, emotional and mental health difficulties may be: withdrawn or isolated, hyperactive and lack concentration, be immature in relation to social skills or display behaviour that challenges, which could be as a result of complex special needs. They may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
- Sensory and/or physical – Children with sensory or physical needs may have a disability, such as; a physical disability, vision impairment, hearing impairment, multi-sensory impairment (both hearing and vision difficulties) or dyspraxia. They may need specialist equipment to access learning and other opportunities available to their peers.
The SEND Code of Practice emphasises the importance of early identification and assessment of children with special educational needs. Developing a wide range of flexible and responsive strategies will help prevent difficulties hindering the pupil’s progress. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support.
A child on the SEND register will have targets and objectives identified by the class teacher and supported by the SENCO, they will be discussed with the parent/carer and child, and monitored by the Senior Leadership Team. Families, parents, carers and pupils are an integral part of this process; ideas are shared and they are kept informed of their child’s needs and any provision offered.The child’s progress will be reviewed regularly, new targets are shared half termly and meetings with the class teacher and SENCO termly.