Our SEND Provision
SENCo/Inclusion Lead - Wendy Thomas
Governor for SEND - Lisa Darrant
At West Ewell Primary School and Nursery, we have an inclusive school approach which supports all learners engaging in activities together - all children are fully integrated into school life, both inside and outside of the classroom. Differentiation and assessment is embedded in our curriculum and practice and reasonable adjustments are made to teaching approaches and resources in order to include and support all learners to access the curriculum.
What are Special Educational Needs and Disabilities?
Special Educational Needs and Disabilities (often referred to as ‘SEN’ or ‘SEND’) is a term used to describe learning difficulties or disabilities that make it harder for a child to learn compared to children of the same age.
All children may experience challenges with their learning at some point and for most children, these difficulties can be overcome with support from school and home. However, children with SEND are likely to need extra or different help to be able to learn.
Some children may have SEND because of a medical condition or disability, while other children may have SEND without a diagnosis or disability.
Children may have difficulties in one or more of these areas:
- Communication and Interaction –speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others
- Cognition and Learning - where children learn at a slower pace than others their age, have difficulty in understanding and/or organisation and memory skills, or have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy
- Physical and Sensory –visual and/or hearing impairments, or a physical need that can give rise to difficulties in accessing learning without appropriate support and equipment. A child may have difficulty with sensory processing, being under or over-sensitive or have difficulties with fine or gross motor skills. A child may have a medical condition which affects them physically
- Social, Emotional and Mental Health - A child may display behaviours such as having very low self-esteem or being very anxious. They may display challenging, disruptive or distressing behaviours or have difficulty in managing their relationships with other people. They may appear withdrawn or behave in ways that may hinder their and other children’s learning and/or that have an impact on their health and wellbeing.
Special education is any educational or training provision which is extra to or different from what is needed by other children or young people the same age. This covers many different things including communicating through sign language, having worksheets in a larger font and needing one-to-one or small group support.
We aim to ensure that all staff working with learners who have SEND have a working knowledge of the difficulty in order to support children access the curriculum. The SENCo supports, and where appropriate arranges training, to provide teachers with appropriate strategies and practices to enable all children to engage and learn
Identification of SEND and provision
Teachers regularly assess pupils and track progress. If quality first teaching has not enabled the pupil to make sufficient progress they will be identified at the progress meetings which are held termly. Identified pupils are discussed with the SENCo and if appropriate, research based interventions are discussed and put into place.
Children requiring interventions because of special educational needs will have individual targets recorded on a SEND Support Arrangements Plan with the provision being put in place to support them. Teachers will meet with parents to talk through these with them
Wave 1 Provision: Quality first teaching – daily high level differentiated teaching delivered by the class teacher to all children.
Wave 2 Targeted Provision: Additional time limited group interventions to meet children’s needs enabling them to work at age related expectations. These interventions are for children who are not progressing with wave 1 teaching and need targeted support. The class teacher and SENCo identify these children through ongoing assessment and tracking.
Wave 3 Personalised Provision: One to one or small group specifically targeted programmes for children needing intensive support. These interventions are put in place when Quality First Teaching and Targeted Provision are not enabling children to make appropriate progress. The class teacher and SENCo identify these children through ongoing assessment and tracking.
With parental consent, the SENCo may also involve external agencies such as the Learning and Language Support Service for additional advice on how to best support a child.
Where it is felt, through professional evidence and the plan, do, review cycle, that a child’s needs require a greater degree of support, we will then liaise with families to discuss applying for an Education, Health and Care Plan (EHCP).
Admissions arrangements for pupils with SEND
Children with SEND are allocated places in line with our admissions policy. If a child has an EHCP, a place will be offered unless it would significantly affect the education of the child or others and where there are no reasonable adjustments that can be made to prevent this.
Admission to our COIN (low complexity) Centre is co-ordinated by Surrey County Council who will consult the school as to whether the child’s needs can be met effectively in line with the Centre offer of support.
Pre-school children meeting criteria are placed within our specialist Nursery provision via a specialist panel in the Summer term before their pre-school year.
Please see Our Specialist Centres for Communication & Interaction Needs (COIN) section for further information.