Provision for pupils with S.E.N.D.

Statement on Provision for Pupils with Special Educational Needs

School Inclusion Manager: Mrs S Mason

Designated Governor: Miss L Harris

Safeguarding Governor: Mrs J Murphy

In accordance with the school’s Equal Opportunities, SEN and Inclusion Policies (see school policies), all children at Parklands Community Primary School will be given full access to the National Curriculum/Early Years Foundation Stage Curriculum. Staff endeavour to help all children to reach their full potential irrespective of race, physical ability, gender, age or learning ability.

A detailed report outlining provision for pupils with Special Educational Needs & Disabilities (SEND) at Parklands is contained within the School Offer document, which is available on the school website.

The Revised National Special Educational Needs and Disability Code of Practice

Parklands complies with government guidance and SEND Code of Practice, which sets out statutory guidance for schools. This can be downloaded via the link below.

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

The new Code of Practice covers the 0-25 age range. There is greater emphasis on children and parents being part of the decision-making process. The categories of School Action and School Action Plus are replaced with one category of SEN. Statements are being replaced with Education, Health and Care plans (EHCPs). Local Authorities must publish the ‘Local Offer’, which sets out the full range of provision for children with SEN and disabilities. The Cheshire West and Chester Local Offer can be accessed via the school website.

Parklands Community Primary School follows the guidelines set out in the new Code of Practice.

What are Special Educational Needs?

Under the new Code of Practice, a child is deemed to have Special Educational Needs, or SEND, if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation.

Broad areas of need are identified as communication and interaction; cognition and learning; social, emotional and mental health difficulties and sensory and/or physical needs. They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education.

Support & Intervention within the mainstream school

Under the new Code of Practice, the current categories of School Action (SA) and School Action Plus (SA+) are being replaced with one category of ‘SEN support’. We currently have 23%of children at SEN support on the Inclusion register, and 27% of children at SENsupport +.The distinction between these two categories is that children at SEN support generally have their needs met using the knowledge, skills and resources available within school, whereas those at SEN Support + generally need a higher level of intervention and may require specialist support and advice. As for all schools, we are giving careful consideration as to which children should be identified as having special educational needs, and which children are falling behind for other reasons, and need support but do not meet the criteria for having SEN.

Within the mainstream school there are currently 2 pupils with an Education Health and Care Plan. Children with an Education Health Care Plans have the most complex needs and the provision offered is dependent on their individual learning objectives.

We offer a variety of intervention activities which are supervised by school staff under the direction of the Inclusion Manager. Our team of Learning Mentors offer nurture and emotional support for pupils.

In addition, the school works with other agencies including the Educational Psychology Service, Occupational Therapists and Speech & Language Advisors to support children with additional needs.

We have also proactively developed relationships with local schools within the Cheshire West & Chester area, including Dee Banks School. This has been done in order to extend the range of opportunities we are able to offer pupils with special educational needs and disabilities.

We work closely with local secondary schools to support the successful transition of pupils with SEND to the next stage of their education.

Parent-School partnership

We seek to develop and maintain positive working relationships with parents and families of pupils with SEND. Children’s needs are most effectively met by working closely with parents to ensure we offer the best possible outcomes for their child. This may take many forms, for example: individual review meetings; multi-agency meetings; parent support linked with our Learning Mentor team or home-school liaison books.

Arrangements for the Admission of pupils with special educational needs or disabilities.

The Local Education Authority has responsibility for admissions to the school in reception and is involved in transfer of Y6 pupils to High School. The school has responsibility for in-year admissions and will work with the LA to take advice to ensure the effective inclusion on the admission of pupils with specific needs. There is no bar to pupils with special educational needs, nor is there a policy of giving priority to such pupils.

Parklands Community Primary School aims to cater for the full ability range and the presence or absence of a special need is not a factor in the selection of pupils from its catchment area, unless it is felt by agreement with the parents and professionals involved that alternative arrangements would be more suitable.

For further information, please see the West Cheshire Local Offer(NEEDS LINK)





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