What is SEN?
If your child is having difficulties with learning and has Special Educational Needs (SEN) there are things we do in school to make sure that their needs are met.
In school we follow guidance from the SEN Code of Practice which is a document from the government that sets out how children with Special Needs should be identified and assessed so that we can give them the right help.
Our aim at Cleeve is to make sure that our children with Special Needs are able to achieve to their fullest potential and to ensure that they are fully included in school life. We also place great importance on identifying SEN difficulties as early as possible so that the most appropriate support can be quickly put in place and consequently our children identified as having Special Educational Needs make at least good progress.
Children learn in many different ways, and they can also have different levels or kinds of SEN. If your child is identified as having SEN, Cleeve will use a step by step approach to help support them with the difficulties they may have.
This step-by-step approach is set out in the Special Educational Needs Code of Practice. The school strives to work in partnership with parents and we will discuss with you any initial concerns they may have about your child’s learning difficulties. We also appreciate if parents share their concerns with us as there may be a concern from home that is worrying parents and we may be able to help with it.
The Step by Step Approach
If your child is identified with special needs then the class teacher will speak to you about it and record your response. They will tell you if we are going to give your child some extra help or support. This initial help is known as School Action and the extra support could be a different way of teaching certain things, some extra help from an adult, using additional practical resources or some extra time to practise a skill. The school SENCO who organises the help and support for pupils with Special Needs within the school will also be involved.
Your child may need help through this step-by-step approach for only a short time, or for a more extended period depending on their need. Your child's teacher is responsible for working with your child on a day-to-day basis and they will organise the extra support. They will record the help your child is having on an Individual Education Plan (IEP) and it will include the targets the child is working on, who will be helping them, how long it will be for and when appropriate any way parents could help their child at home.
If after this additional support your child still doesn’t seem to be making progress then we will move the child to the next step in the process. This is when we would start to put other support in place such as specialists in school or support from other people outside the school. This could be for example a specialist teacher/a Speech and Language therapist/ or a professional from the visually or hearing impaired service. This kind of extra help is called School Action Plus.
Your child’s class teacher will work together with the schools SEN teacher to set targets for the child’s IEP and your child will have extra support from the schools SEN teacher to help them meet these targets. This will usually be small group work at least once a week. The IEPs will be reviewed twice during the year and new targets set as needed. You will be invited to discuss your child’s progress with the SEN teacher or school SENCO at our school open evenings.
It is possible that even with this high level of support a child may still struggle to make progress and the school may ask the Educational Psychologist to undertake some more detailed assessments. You will always be asked for your permission for this to happen and to also contribute your views and information about your child to support this process.
This detailed assessment or requests from other professionals or a parent may lead on to asking the Local Authority to carry out a 'Statutory Assessment'. This is a detailed investigation to find out what your child's specific Special Educational Needs are and what special help your child might need. You would be kept fully involved with this process.
If you have any questions or concerns please do not hesitate to contact your child’s class teacher, the school SENCO or the school SEN teacher.
The SEN Co-ordinator (SENCO) for Cleeve Primary School is Miss C Bushell.
The deputy SEN Co-ordinator (SENCO) for Cleeve Primary School is Miss D Hoult.
The SEN governor for Cleeve Primary School is Mrs J Brock.