At Robsack Wood Primary Academy we believe that all children should have equal access to a broad and balanced curriculum which provides opportunities for them to achieve and succeed to their full potential. We recognise that children learn at a different rates and in different ways.

Robsack Wood Primary Academy, with a focus on care and guidance, is proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We believe that children with Special Educational Needs and Disabilities (SEND) have the greatest need for excellent teaching and are entitled to a provision which supports achievement at, and enjoyment of, school. Our aim is to support staff to do this by providing them with relevant continuing professional development and the skills needed to make the biggest impact possible.

What is SEN?

At different times in their school life a child may have a Special Education Need (SEN). The code of practice defines SEN as follows:

‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others the same age, or

• Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’

Types of SEN

In the Code of Practice, SEN and provision falls under four categories:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional andMental Health
• Sensory and/or Physical

This includes a wide range of needs such as:

• Moderate learning difficulties and global delay
• Autism and social communication differences
• Specific learning differences e.g. dyslexia and dyscalculia
• Speech and language difficulties
• Social, emotional and mental health difficulties
• Visual or auditory difficulties
• Anxiety, anger and depression

How is SEN identified?

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).

In partnership with the Class teacher, Inclusion Lead and parents we will look for any barriers to learning.

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.

The learning of all children at Robsack Wood Primary Academy is regularly and rigorously assessed. School leaders check books, observe lessons and monitor the achievement of the children.

We also use formal assessment to monitor progress:

• EYFS Profile in Reception
• Phonics screening in Year 1
• SATS in Year 6
• SaLT assessments
• Boxall Profile

After collecting information on progress and attainment and following agreement with parents; a child experiencing long term and complex barriers to their learning will be placed on the SEN register.

Provision for Special Educational Needs and Disability (SEND)

All pupils are given quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level.

For pupils with SEN this could mean that they are given a slightly different task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or teaching assistant as part of a small group, pair or individual.

Outside Agencies

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

The Educational Psychologist

An Educational Psychologist visits regularly throughout the year and is available for advice. Children are referred if they are not making the expected progress given the amount of support that they are receiving. They observe and assesses the pupil and then, in consultation with the parent, helps the school decide the best way forward for the pupil.

 

How will I know if my child is making progress?

Robsack Wood has an open door policy. Parents and carers are welcome to make an appointment to discuss their child’s progress at any time. Class teachers are available after school to speak to parents.

Parents can see the Inclusion Lead if they are concerned about their child's progress.

Formal parents’ evenings are held three times a year. At these meetings the parents of children with SEN will be given a copy of their child’s Individual Education Plan (IEP). This is an opportunity to discuss your child’s progress and to help make new targets for the coming term.

Each child receives a written report at the end of the school year detailing his/her progress.

The progress of pupils at Robsack Wood is monitored very closely.

We aim for all of our pupils to make outstanding progress:

• Teachers meet with SLT each term. Children’s work is scrutinised and levels of progress recorded.

• SLT and class teacher meet with the Inclusion Lead to discuss the type of intervention that a child might need.

• The Inclusion Lead monitors the progress in each intervention provision and meets regularly with the leaders of provisions to discuss individuals and any necessary changes that need to be made to provisions.